"filmID","creator","title","date_of_publication","runtime","series_title","summary","format_type","associated_entity","geography","subject_group","genre","image_url","direct_url"
"asp1737936-ediv","","Stuart Greer. Welding","[20--?]","5 min","['WorldSkills']","Stuart Greer from Lincolnshire is the best young welder in the UK. Having been selected for a place in the UK team, he went on to achieve a medallion for excellence at WorldSkills as well as a top 10 finish against 25 other competitors.This short video shows the tests that Stuart had to perform at the competition - from welding a metal plate in an upright position to completing a complex pressure vessel using four types of welding.","stream","[]","[]","['Welding', 'Contests']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321859/1004321859-disc001-file001-frame00270-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737936"
"asp1737935-ediv","","Donna Leach. Hairdressing","[20--?]","5 min","['WorldSkills']","Twenty-two-year-old Donna Leach from Gloucestershire competed at WorldSkills 2007 in Japan, representing the UK in hairdressing. Donna is highly skilled in various techniques; something demonstrated at WorldSkills, where she was asked to complete eight modules across the four days.This video shows Donna at work and highlights the level of skill required for an individual to compete on.","stream","[]","[]","['Hairdressing']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321858/1004321858-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737935"
"asp1737934-ediv","","Jonathan Lloyd. Car painting","[between 2007 and 2011?]","5 min","['WorldSkills']","Jonathan Lloyd from Belfast is a world class car painter, having won a bronze medal at the WorldSkills 2007 competition in Japan.In this five-minute video, we see Jonathan practising his skills and technique at home in Northern Ireland ahead of the competition, which took place in November.We also see Jonathan learning new techniques for paint mixing--something that he had to perfect for WorldSkills.","stream","[]","[]","['Painters', 'Contests', 'Painting']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321857/1004321857-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737934"
"asp1737933-ediv","","Bad vibes","2007","10 min","['How science works', 'Education in video']","Acoustic engineer Professor Trevor Cox has developed a far-reaching internet experiment to discover the worst sound in the world. To make his experiment fair, he developed an easily accessible website and randomised the order in which the sounds were played to counteract sound fatigue - which makes the early noises sound worse than later ones.Trevor's experiment got him news headlines around the world and also demonstrated a new way of conducting acoustic research over the internet. So what is the worst sound in the world? Watch the programme to find out!","stream","[]","['Great Britain']","['Science']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321855/1004321855-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737933"
"asp1737931-ediv","","Problem-solving","2010","6 min","['Lesson starters']","This lesson starter, aimed at KS2 Maths tests pupils number problem-solving skills.It's time to take the team photo for the 7-a-side football team. Unfortunately the photographer only knows the goal keeper, number 1's name, so he uses number clues to position the team to get the best photo.Can your pupils follow the clues and work out which player stands where for the team photo?The clues the photographer gives are listed in the Lesson Planning Pack Notes. It is suggested that you pause the video after each clue to allow you pupils to try and work out the solution at each step.This programme is part of the KS2 Maths Lesson Planning Pack on Problem-Solving, which includes two lesson starters, one great lesson idea and a CPD discussion.","stream","[]","['Great Britain']","['Mathematics', 'Problem solving']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321853/1004321853-disc001-file001-frame00100-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737931"
"asp1737930-ediv","","Algebra. What's the pattern?","2010","2 min","['Lesson starters', 'Education in video']","It's two friends  party and they are trying to work out how many people they can sit at their party table. Of course the birthday boy and girl must sit at opposite ends of the table with all their guests sitting down either side. One table can sit 6 children, one at each end and two on either side, when a second table is added 10 children can be seated (2 at either end and 4 at each side). As the tables and the number of children grow a pattern starts to appear. Can your pupils work out the pattern and predict how many children could come to the party if there were 100 tables? This programme is part of the KS2 Math Lesson Planning Pack on Algebra, which includes two lesson starters, one great lesson idea and a CPD discussion.","stream","[]","['Great Britain']","['Algebra']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321852/1004321852-disc001-file001-frame00030-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737930"
"asp1737929-ediv","","Algebra in action","2010","4 min","['Lesson starters', 'Education in video']","This lesson starter on algebra, tells the story of an apple seller who is cold but can't afford a scarf. However, she persuades the scarf seller to exchange a scarf for some apples. The scarf seller then goes and exchanges some of her scarves for a coat. The story finishes by asking the audience, if you know how many apples get a scarf and how many scarves get a coat, how many apples will be needed to get a coat? This programme is part of the KS2 Math Lesson Planning Pack on Algebra, which includes two lesson starters, one great lesson idea and a CPD discussion.","stream","[]","['Great Britain']","['Algebra']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321851/1004321851-disc001-file001-frame00190-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737929"
"asp1737928-ediv","","Pizza fractions","2010","4 min","['Lesson starters']","This primary maths resource, aimed at key stage 2, is designed to get children thinking about fractions.When a customer orders a pizza she didn't expect all her friends to turn up and want to share it with her. But how should the waitress cut the pizza so everyone gets the same amount? Fractions featured include 1/2, 1/3rd, 1/4, 1/5th and 1/6th.This programme is part of the KS2 Maths Lesson Planning Pack on Fractions, Decimals and Percentages, which includes two lesson starters, one great lesson idea and a CPD discussion.","stream","[]","['Great Britain']","['Mathematics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321850/1004321850-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737928"
"asp1737927-ediv","","Fractions out shopping","2010","3 min","['Lesson starters']","This KS 2 maths lesson starter looks at fractions, decimals and percentages. Aimed at pupils, this short video brings the real world of maths into the classroom. Filmed in a supermarket, we look at signs, packaging and labelling and ask What do these labels mean? This programme is part of the KS2 Maths Lesson Planning Pack on Fractions, Decimals and Percentages, which includes two lesson starters, one great lesson idea and a CPD discussion.","stream","[]","[]","['Mathematics']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321849/1004321849-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737927"
"asp1737926-ediv","","How electricity is used","2010","2 min","['Lesson starters', 'Education in video']","This programme, filmed in Watford Palace Theatre, brings the real world of electricity into the classroom. Aimed at key stage 2, this classroom resource show many different items that can be found in a theatre that need electricity to work. The question is What is the electricity doing?This programme is part of the KS2 Science Lesson Planning Pack on Electricity, which includes two lesson starters, one great lesson idea and a CPD discussion.","stream","[]","['Great Britain']","['Electricity', 'Science']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321848/1004321848-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737926"
"asp1737925-ediv","","Things that use electricity","2010","3 min","['Lesson starters']","This primary science resource, aimed at key stage 2, is designed to get children thinking about what items in our homes use electricity. Heather is late for work so her friend Jason kindly offers to make her breakfast. But how many things does Jason use, or Heather needs, that require electricity to work?This programme is part of the KS2 Science Lesson Planning Pack on Electricity, which includes two lesson starters, one great lesson idea and a CPD discussion.","stream","[]","['Great Britain']","['Electricity', 'Science', 'Career development', 'Electric apparatus and appliances']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321847/1004321847-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737925"
"asp1737924-ediv","","Theatre lights","2010","4 min","['Lesson starters']","This programme, filmed in Watford Palace Theatre, brings the real world of light into the classroom. Aimed at key stage 2, this classroom resource shows how light and colour can be used to create different moods on stage and how spot lights create shadows. It then shows different examples of lighting and asks the pupils How do you think these lighting effects were created?This programme is part of the KS2 Science Lesson Planning Pack on Light, which includes two lesson starters, one great lesson idea and a CPD discussion.","stream","[]","['Great Britain']","['Light', 'Stage lighting', 'Science', 'Career development']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321846/1004321846-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737924"
"asp1737923-ediv","","CPD package - NQT's - behaviour management. Clip from C/3976/003 (M45_S15_025). 1","2010","2 min","[""CPD package - NQT's - behaviour management""]","This interactive CPD package explores key behaviour management strategies for secondary NQTs using interactive activities and short video to show how NQTs handle poor behaviour across KS3 and KS4. Real-life situations and case studies aid thought and reflection about how teachers can cope with different types and levels of disruptive behaviour. There are also a range of practical strategies to help an NQT deal with behaviour in the classroom, with advice from experienced teachers. Finally, there is a look at how NQTs can use different strategies to engage students with their learning and have a positive influence on behaviour and achievement.","stream","[]","['Great Britain']","['Classroom management', 'Behavior modification', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321845/1004321845-disc001-file001-frame00030-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737923"
"asp1737922-ediv","","CPD package - NQT's - behaviour management. Clip from C 2416 001 M45_S15_015. 1","2010","2 min","[""CPD package - NQT's - behaviour management""]","This interactive CPD package explores key behaviour management strategies for secondary NQTs using interactive activities and short video to show how NQTs handle poor behaviour across KS3 and KS4. Real-life situations and case studies aid thought and reflection about how teachers can cope with different types and levels of disruptive behaviour. There are also a range of practical strategies to help an NQT deal with behaviour in the classroom, with advice from experienced teachers. Finally, there is a look at how NQTs can use different strategies to engage students with their learning and have a positive influence on behaviour and achievement.","stream","[]","['Great Britain']","['Classroom management', 'Behavior modification', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321844/1004321844-disc001-file001-frame00030-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737922"
"asp1737921-ediv","","CPD package - NQT's - behaviour management. Clip 2 from C 1670 001 M45_S10_015. 2","2010","3 min","[""CPD package - NQT's - behaviour management""]","This interactive CPD package explores key behaviour management strategies for secondary NQTs using interactive activities and short video to show how NQTs handle poor behaviour across KS3 and KS4. Real-life situations and case studies aid thought and reflection about how teachers can cope with different types and levels of disruptive behaviour. There are also a range of practical strategies to help an NQT deal with behaviour in the classroom, with advice from experienced teachers. Finally, there is a look at how NQTs can use different strategies to engage students with their learning and have a positive influence on behaviour and achievement.","stream","[]","['Great Britain']","['Classroom management', 'Behavior modification', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321843/1004321843-disc001-file001-frame00040-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737921"
"asp1737920-ediv","","CPD package - NQT's - behaviour management. Clip 1 from C 1670 001 M45_S10_010. 1","2010","1 min","[""CPD package - NQT's - behaviour management""]","This interactive CPD package explores key behaviour management strategies for secondary NQTs using interactive activities and short video to show how NQTs handle poor behaviour across KS3 and KS4. Real-life situations and case studies aid thought and reflection about how teachers can cope with different types and levels of disruptive behaviour. There are also a range of practical strategies to help an NQT deal with behaviour in the classroom, with advice from experienced teachers. Finally, there is a look at how NQTs can use different strategies to engage students with their learning and have a positive influence on behaviour and achievement.","stream","[]","['Great Britain']","['Classroom management', 'Behavior modification', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321842/1004321842-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737920"
"asp1737919-ediv","","CPD package - assessment - primary APP. Clip 3 from C 2964 001 M05_T20_025 C","2010","2 min","['CPD package - assessment - primary APP']","This interactive CPD package introduces key elements of APP for primary school teachers using interactive activities and short videos.  Primary teachers talk about their experience of embedding APP within their practice and the impact it has had on the classroom.  There is an exploration of aspects of the maths criteria, examples of APP being used to influence teaching in the classroom, and an opportunity to try putting APP into practice by applying the criteria to a piece of work.  The literacy section covers elements of the APP writing criteria and judgements on pupils' work, with a chance to critique a pupil's piece of work in an interactive activity.  The importance of moderation for embedding APP and the practicality of gathering evidence to stand up in school and through external moderation are explored in this e-learning package.","stream","[]","['Great Britain']","['Educational tests and measurements']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321841/1004321841-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737919"
"asp1737918-ediv","","CPD package - assessment - primary APP. Clip 2 from C 2964 001 M05_T20_025 B","2010","1 min","['CPD package - assessment - primary APP']","This interactive CPD package introduces key elements of APP for primary school teachers using interactive activities and short videos.  Primary teachers talk about their experience of embedding APP within their practice and the impact it has had on the classroom.  There is an exploration of aspects of the maths criteria, examples of APP being used to influence teaching in the classroom, and an opportunity to try putting APP into practice by applying the criteria to a piece of work.  The literacy section covers elements of the APP writing criteria and judgements on pupils' work, with a chance to critique a pupil's piece of work in an interactive activity.  The importance of moderation for embedding APP and the practicality of gathering evidence to stand up in school and through external moderation are explored in this e-learning package.","stream","[]","['Great Britain']","['Educational tests and measurements']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321840/1004321840-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737918"
"asp1737917-ediv","","CPD package - assessment - primary APP. Clip 1 from C 2964 001 M05_T15_015","2010","3 min","['CPD package - assessment - primary APP']","This interactive CPD package introduces key elements of APP for primary school teachers using interactive activities and short videos. Primary teachers talk about their experience of embedding APP within their practice and the impact it has had on the classroom. There is an exploration of aspects of the maths criteria, examples of APP being used to influence teaching in the classroom, and an opportunity to try putting APP into practice by applying the criteria to a piece of work.  The literacy section covers elements of the APP writing criteria and judgements on pupils' work, with a chance to critique a pupil's piece of work in an interactive activity.  The importance of moderation for embedding APP and the practicality of gathering evidence to stand up in school and through external moderation are explored in this e-learning package.","stream","[]","['Great Britain']","['Educational tests and measurements']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321839/1004321839-disc001-file001-frame00040-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737917"
"asp1737916-ediv","","CPD package - assessment - primary APP. Clip from C 3559 004 M05_T20_025 A","2010","2 min","['CPD package - assessment - primary APP']","This interactive CPD package introduces key elements of APP for primary school teachers using interactive activities and short videos. Primary teachers talk about their experience of embedding APP within their practice and the impact it has had on the classroom. There is an exploration of aspects of the maths criteria, examples of APP being used to influence teaching in the classroom, and an opportunity to try putting APP into practice by applying the criteria to a piece of work. The literacy section covers elements of the APP writing criteria and judgements on pupils' work, with a chance to critique a pupil's piece of work in an interactive activity. The importance of moderation for embedding APP and the practicality of gathering evidence to stand up in school and through external moderation are explored in this e-learning package.","stream","[]","['Great Britain']","['Educational tests and measurements']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321838/1004321838-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737916"
"asp1737915-ediv","","CPD package - assessment - primary APP. Clip from C 3559 001 M05_T10_025","2010","2 min","['CPD package - assessment - primary APP']","This interactive CPD package introduces key elements of APP for primary school teachers using interactive activities and short videos. Primary teachers talk about their experience of embedding APP within their practice and the impact it has had on the classroom. There is an exploration of aspects of the maths criteria, examples of APP being used to influence teaching in the classroom, and an opportunity to try putting APP into practice by applying the criteria to a piece of work. The literacy section covers elements of the APP writing criteria and judgements on pupils' work, with a chance to critique a pupil's piece of work in an interactive activity. The importance of moderation for embedding APP and the practicality of gathering evidence to stand up in school and through external moderation are explored in this e-learning package.","stream","[]","['Great Britain']","['Educational tests and measurements']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321837/1004321837-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737915"
"asp1737914-ediv","","CPD package - assessment - primary AfL. Clip from C 1628 003 M20_S10_015","2010","2 min","['CPD package - assessment - primary AfL']","This interactive CPD package uses a combination of short video and interactive activities to explore some key assessment for learning (AfL) strategies at primary.  There is a look at the current use of assessment for learning strategies, and an exploration of how to develop new techniques in the classroom.  The learning objectives and success criteria section looks at the impact on pupils' learning, and reflects on the importance of involving pupils creating in them. Strategies to develop questioning and effective dialogue in the classroom are explored, and examples demonstrating the benefits this can have for KS1 and KS2 pupils are examined.  Lastly, there is a chance to reflect on the importance of using peer and self-assessment to enable pupils to become independent learners.","stream","[]","['Great Britain']","['Learning', 'Education, Primary', 'Teaching', 'Educational tests and measurements']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321836/1004321836-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737914"
"asp1737913-ediv","","CPD package - assessment - primary AfL. Clip from C 1628 002 M20_S15_025","2010","3 min","['CPD package - assessment - primary AfL']","This interactive CPD package uses a combination of short video and interactive activities to explore some key assessment for learning (AfL) strategies at primary.  There is a look at the current use of assessment for learning strategies, and an exploration of how to develop new techniques in the classroom.  The learning objectives and success criteria section looks at the impact on pupils' learning, and reflects on the importance of involving pupils creating in them.  Strategies to develop questioning and effective dialogue in the classroom are explored, and examples demonstrating the benefits this can have for KS1 and KS2 pupils are examined.  Lastly, there is a chance to reflect on the importance of using peer and self-assessment to enable pupils to become independent learners.","stream","[]","['Great Britain']","['Learning', 'Educational tests and measurements', 'Learning strategies', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321835/1004321835-disc001-file001-frame00035-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737913"
"asp1737912-ediv","","CPD package - assessment - primary AfL. Clip 2 from C 1628 001 M20_S20_020","2010","3 min","['CPD package - assessment - primary AfL']","This interactive CPD package uses a combination of short video and interactive activities to explore some key assessment for learning (AfL) strategies at primary.  There is a look at the current use of assessment for learning strategies, and an exploration of how to develop new techniques in the classroom.  The learning objectives and success criteria section looks at the impact on pupils' learning, and reflects on the importance of involving pupils creating in them. Strategies to develop questioning and effective dialogue in the classroom are explored, and examples demonstrating the benefits this can have for KS1 and KS2 pupils are examined.  Lastly, there is a chance to reflect on the importance of using peer and self-assessment to enable pupils to become independent learners.","stream","[]","['Great Britain']","['Learning', 'Educational tests and measurements', 'Learning strategies', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321834/1004321834-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737912"
"asp1737909-ediv","","Performing a monologue. Gestures","2010","7 min","['Lesson starters']","This video features an experienced actor who helps a student to workshop her monologue and is ideal for use in secondary English or drama. Prunella Scales watches the student perform her piece and offers some direction on how to improve it. The student performs her monologue a second time. Actor Timothy West also observes.","stream","[]","['Great Britain']","['Drama', 'English language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321831/1004321831-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737909"
"asp1737907-ediv","","Computer skills. Internet search","2010","6 min","['Lesson starters', 'Education in video']","This video explains how to make the most of Google, and is ideal for use with secondary ICT students.Expert Nick Packard explains to a group of adults how to refine and filter searches in order to get more precise and relevant search results.","stream","[]","['Great Britain']","['Technology']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321830/1004321830-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737908"
"asp1737906-ediv","","Work on the farm","2010","3 min","['Lesson starters']","This video shows a group of children visiting a farm in this video resource for use with pupils in primary science. The children take part in typical farm activities such as feeding calves and shovelling manure. They watch a ewe give birth to some lambs.","stream","[]","['Great Britain']","['Farming', 'Science', 'Agricultural education', 'Farms']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321828/1004321828-disc001-file001-frame00045-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737906"
"asp1737904-ediv","","Careers","2010","5 min","['Lesson starters', 'Education in video']","A physical geographer who climbed Everest talks about her trip in this short video made for use in secondary PSHE. Mountaineer Tori James explains how her expedition provided an opportunity for studying glaciers and erosion and is an example of one of the exciting careers that are available to geography graduates.","stream","[]","[]","['Geography', 'Vocational guidance', 'Science']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321827/1004321827-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737905"
"asp99239580100971","","Lesson starters. KS3/4 global citizenship","","3 minutes","['Lesson starters']","This video resource shows educational outreach in practice within nomadic communities in the Himalayas, and is ideal for teaching a secondary global citizenship lesson.  Teachers travel to remote locations to provide a basic education to travelling communities. Young children are schooled in portable tents using some basic teaching resources.","stream","[]","['India', 'Great Britain']","['New schools', 'Education', 'World citizenship']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321825/1004321825-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782318"
"asp99239580600971","","Lesson starters. KS3/4 global citizenship","","3 minutes","['Lesson starters']","This video resource shows how people living in a Himalayan town can access a basic education and is ideal for teaching a secondary global citizenship lesson.  The video shows a development resource centre which provides the local community with ICT resources. One of the priorities is to educate young women, many of whom have to overcome parental pressure to attend classes.","stream","[]","['India', 'Great Britain']","['New schools', 'Education', 'World citizenship']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321824/1004321824-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782317"
"asp1737901-ediv","","Himalayas","2010","7 min","['Lesson starters', 'Education in video']","This short video shows the opening of a new school in a Himalayan village and is ideal for use in a secondary global citizenship lesson.  The school will provide a basic secular education to children from the village. The teacher explains the value of schooling for local families who can't afford to attend state boarding schools.","stream","[]","['India', 'Great Britain']","['New schools', 'Education', 'World citizenship']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321825/1004321825-disc001-file001-frame00040-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737903"
"asp1737900-ediv","","Sustainability in a Tanzanian school","2010","3 min","['Lesson starters']","A school in Tanzania that makes extensive use of sustainable resources is profiled In this short video designed for use in secondary global citizenship lessons. Headteacher Frank O Shea explains how the school saves water and makes use of animal husbandry to produce a sustainable source of fuel.","stream","[]","['Tanzania', 'Great Britain']","['Sustainability', 'World citizenship', 'Schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321822/1004321822-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737900"
"asp99239581000971","","Lesson starters. KS3/4 citizenship personal and social skills","","4 minutes","['Lesson starters']","This short video features young refugees talking about their aspirations for the future. It is designed for use in secondary citizenship lessons.  With interviews with refugees from a London secondary school, this short video shows some of the decisions refugees must make about their future careers and homes.","stream","[]","['Great Britain']","['Refugees', 'Citizenship', 'Refugee children']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321821/1004321821-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782314"
"asp1737898-ediv","","Areas of circles and composite shapes","2009","15 min","['Inside maths', 'Education in video']","Inside Maths builds on the success of the series Maths 4 Real.Fran's friend wants to know how much it will cost to re-tile her bathroom. Dave is promised a home-made cookie if he is able to cost it. Dave wants the larger of two cookies, but to work out which one is the bigger he needs to work out their surface areas. As Dave heads off to check out the bathroom, Fran goes through the formulae for different shapes. Dave arrives at the house. His first task is to work out the area of the walls to be covered by tiles, a job that is complicated by a mirror and windows. In the studio, Fran goes in detail through how to work out the area of the walls, then changes the figure when her friend decides she wants a circular and then arched mirror. With the area of the wall calculated, Dave works out the cost and is rewarded with the circular cookie, which he worked out was the larger. When the cookie arrives it is considerably smaller than he expected ... Did he get the formula for the area?","stream","[]","['Great Britain']","['Mathematics']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321816/1004321816-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737898"
"asp1737897-ediv","","Working with formulae","2009","15 min","['Inside maths']","Inside Maths builds on the success of the series Maths 4 Real. Dave is scared of flying, especially take-off and landing, because he feels the runway is not long enough. Fran challenges Dave to go up in a small plane if, by arranging formulae, she can prove the runway is long enough for both. When Dave heads off to the airfield Fran uses vivid graphics to show how to rearrange different formulae. At the airfield Dave has some speed/time data to gather for Fran. When the data arrives in the studio Fran substitutes them into a formula to work out the acceleration the plane needs to take off. From there she is able to use another formula to work out the length of runway required to take off. Dave is relieved that the runway at the airfield is three times longer than required for take-off, but will it be long enough for landing?With one more formula to rearrange it is not long before Fran has proved landing is safe too, and Dave has no choice but to get in the plane.","stream","[]","['Great Britain']","['Mathematics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321815/1004321815-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737897"
"asp1737896-ediv","","Ratios and proportions","2009","15 min","['Inside maths']","Inside Maths builds on the success of the series Maths 4 Real.Fran has a dinner party which she wants Dave to prepare. When he heads off to start cooking she explains the concept of ratios and proportions using vivid animated graphics. On arriving at Fran's flat, Dave finds out that the recipe for chilli is for four people and not the six guests that are expected. This means he has some maths to do to make sure that when he uses more ingredients, he keeps them all in the right proportion.Back in the studio Fran does that maths, creating a new ingredient list for the chilli. She then looks at the fruit punch, made from four different juices, and works out how much of each juice is required to make two litres. At the flat Dave has encountered another problem. He's been nibbling his way through a bar of chocolate and now there's not enough to make the fudge brownies. Can he, with what little chocolate is left, use ratios and proportions to make sure the brownies still taste good?","stream","[]","['Great Britain']","['Mathematics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321814/1004321814-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737896"
"asp1737895-ediv","","Build your own nuclear reactor","2009","15 min","['Inside science', 'Education in video']","If you want to solve the world's energy needs, why not get your mates together and build your very own nuclear power plant? The programme goes to Finland and talks to some of Europe's top experts who give their top tips on how to do it. There's an explanation of the science of nuclear fission, and on how to pay for it! One of the world's leading financial analysts at PricewaterhouseCoopers, who designed the financing package for the newest nuclear power plant in Finland, will share his insights and top tips.","stream","[]","['Great Britain']","['Nuclear reactors', 'Science']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321813/1004321813-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737895"
"asp1737894-ediv","","Materials. The secrets of spider silk","2009","14 min","['Inside science']","For decades chemists, geneticists and bio-engineers have been trying to produce synthetic spider silk. If and when they do, the plastics industry as the world has come to know it will be radically transformed. Spider silk is environmentally friendly, it's produced at room temperatures and is biodegradable. It's up to five times stronger than steel, as strong as kevlar used for bullet proof vests, and is very flexible. Labs in the UK, Germany, and the US all claim to be close to a breakthrough.In the past spider silk has been used for the cross-hairs of weapon sights. In the future artificial spider silk may be used for the building of a suspension bridge. But efforts to crack all the secrets of spider silk have so far left scientists frustrated by this bio-engineering marvel.","stream","[]","['Great Britain']","['Science']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321812/1004321812-disc001-file001-frame00135-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737894"
"asp1737893-ediv","","Chemistry in forensics","2009","16 min","['Inside science', 'Education in video']","Inside Science is a secondary science series following the success of Scientific Eye and Science in Focus.Inside Science explains the key chemistry-based forensic tests which were pivotal in solving two recent murders. 10-year-old Damilola Taylor was attacked by a gang and died after receiving a fatal leg wound from a broken bottle. A young woman, Chantel Taylor, was murdered. Her body was never found. We look at the role which a GCMS (Gas Chromatograph Mass Spectrometer) played in establishing the cause of Ms Taylor's death. In the case of Damilola Taylor, the lead forensic scientist in the re-examination of evidence explains the techniques which uncovered new evidence which led to convictions, and the principles of DNA profiling.We explain highly sensitive chemical screening techniques which are used at crime scenes and in the labs to help investigators identify miniscule traces of blood - the Kastle Meyer test and the use of Luminol.","stream","[]","[]","['Chemistry, Forensic']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321811/1004321811-disc001-file001-frame00210-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737893"
"asp1737892-ediv","","The challenge of solar power","2009","15 min","['Inside science', 'Education in video']","Inside Science is a secondary science series following the success of Scientific Eye and Science in Focus. Inside Science explores several technologies and concepts which are attempting to use the sun to meet the world's energy needs.We talk to a physicist about cutting-edge solar voltaics, we meet an advocate of the Desertec plan to use the world's deserts as a land base for solar energy plants and electricity production, and we visit one of the world 's most advanced concentrated solar energy power plants near Seville, Spain. This solar tower plant, which has a cathedral of light appearance, may be providing all of Seville's electricity needs in the years ahead. An engineer at the plant explains how ancient concepts and modern technologies combine to pave the way for endlessly renewable energy from the sun. A think-tank adviser to governments and business explains financial and political obstacles confronting renewable energy today - and how to overcome them.","stream","[]","['Great Britain']","['Science', 'Solar energy']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321810/1004321810-disc001-file001-frame00075-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737892"
"asp1737891-ediv","","The geological mappers","2009","15 min","['Inside science', 'Education in video']","Inside Science is a secondary science series following the success of Scientific Eye and Science in Focus.Inside Science spends a week with the British Geological Survey Team as they hop into their 4x4s and navigate treacherous sand dunes to produce a geological map of the entire United Arab Emirates.Why does a country need to have a geological map? What does it reveal about the fundamental geology of a region? How were the vast oil deposits in the Middle East originally formed? Will geological mapping help to find new reservoirs of oil or new mineral deposits? What tools and techniques are used to do the mapping? How will the maps be used by prospectors and builders? These are some of the questions that are addressed in the course of dune-hopping adventures with three leading members of the British Geological Survey Team based in Abu Dhabi, UAE.","stream","[]","['Great Britain']","['Science', 'Geological mapping']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321809/1004321809-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737891"
"asp1737890-ediv","","Micro-organisms in space","2009","17 min","['Inside science']","Inside Science is a secondary science series following the success of Scientific Eye and Science in Focus.Inside Science investigates  MELISSA  - an artificial eco-system intended for space travel which depends on micro-organisms, and chats with astronauts in orbit about the role of micro-organisms in space travel. The programme visits labs in Belgium and Barcelona for an update on the MELISSA project experiments. MELISSA is an acronym for Micro-Ecological Life Support System Alternative. For the past 20 years it has been developing an artificial  closed loop  eco-system in which micro-organisms are used to break down human waste, produce nutrients for plants, absorb CO2, produce oxygen, and grow edible algae. Scientists explain the types and functions of various micro-organisms in the experiment, the unknowns of microbial evolution, the risks of mutation, and the need to do further space-based testing.","stream","[]","['Great Britain']","['Outer space', 'Science', 'Microorganisms']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321808/1004321808-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737890"
"asp1737889-ediv","","Micro-organisms under the sea","2009","16 min","['Inside science']","Inside Science is a secondary science series following the success of Scientific Eye and Science in Focus. Inside Science takes viewers on a mission of discovery aboard an Arctic Ocean research vessel which is scooping up samples of micro-organisms from the ocean floor, three miles down. The expedition is part of the  Census of Marine Life , which is the most ambitious initiative in the history of marine science. It's a ten-year mission intended to produce a comprehensive study of marine life diversity.  Samples from the ocean floor are scrutinised by an international team of specialists who are based at the Seckenberg Institute in Germany. Hundreds of new species are being discovered and team members explain the process of identification and documentation of a new species. The camera is rolling when new species are discovered.","stream","[]","['Great Britain']","['Science', 'Microorganisms', 'Marine biology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321807/1004321807-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737889"
"asp1782303-marc","","CPD package. Early reading. Module B2, activity 4 V1","","2 minutes","['CPD package']","Will appeal to subject leaders in the foundation stage of primary schools who want to deliver school based or personal training in Early Reading.  The project is being supported by the Centre for Literacy in Primary Education and is based on the successful programmes produced with Leicestershire schools in 2009.","stream","[]","['Great Britain']","['Reading (Primary)']","['Film clips', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321806/1004321806-disc001-file001-frame00020-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782303"
"asp1782301-marc","","CPD package. Early reading. Module B1, activity 1 V1","","3 minutes","['CPD package']","Will appeal to subject leaders in the foundation stage of primary schools who want to deliver school based or personal training in Early Reading.  The project is being supported by the Centre for Literacy in Primary Education and is based on the successful programmes produced with Leicestershire schools in 2009.","stream","[]","['Great Britain']","['Reading (Primary)']","['Film clips', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321804/1004321804-disc001-file001-frame00040-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782301"
"asp1737884-ediv","","Learning from Europe (Gunhilla Dahlberg)","2010","8 min","['EYFS professional knowledge']","Shot at the European Early Childhood Research Association Conference, EECERA 2010, we feature Prof. Dr. Gunilla Dahlberg, responsible for early years policy in Sweden and researching learning in Reggio Emilia, Italy; and Anne Bentley, Early Years adviser in Sefton. The clip visits Swedish settings that conform to Gunilla's curriculum.Gunilla reported the findings of her research at Reggio. The children planned the work, their voice was respected, the  language  of clay used to mould thinking. Gunilla believes children can teach us about the new world they live in, if teachers are disposed to listen. She feels that the ELG's in the UK system are counter productive.Anne believes that Europeans have a lot to tell us, being steeped in  the rich, competent child . Gunilla worries that the UK is too target driven and recommends strategies that emphasise the learning process.Anne challenges practitioners to look at child development holistically.","stream","[]","['Great Britain', 'Europe', 'Sweden']","['Early childhood education', 'Education and state', 'Child development']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321802/1004321802-disc001-file001-frame00130-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737884"
"asp1737883-ediv","","Cultural perspectives (Amita Gupta)","2010","7 min","['Education in video', 'EYFS professional knowledge']","Shot at the European Early Childhood Research Association Conference, EECERA 2010, we feature Dr Amita Gupta, associate professor, City College, New York and Ranjit Singh, Head of Education, Soho Road Gurdwara, Birmingham.Amita explains that UK practitioners are encouraged to think that the knowledge-based approach must underpin EYFS practice, her view post some global research is that wellbeing must be the priority. Ranjit explores how wellbeing is at the centre of his Birmingham nursery which uses the love of an extended family as the basis for its ethos, taking a lead from the Eastern cultural roots of Sikhism.Amita has found that measuring outcomes and  assessment systems currently drive the ethos of many settings, but that the non-tangible outcomes of wellbeing  that could be attained through EYFS principles make more sense to concentrate on.Amita hopes that settings might learn from eastern culture and look towards inner happiness and wellbeing as goals.","stream","[]","[]","['Early childhood education', 'Education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321801/1004321801-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737883"
"asp1737882-ediv","","Wellbeing (Tessa Livingstone)","2010","6 min","['EYFS professional knowledge']","Shot at the European Early Childhood Research Association Conference, EECERA 2010, we feature Dr Tessa Livingstone, best known for her work with BBC's Child of our Time. Tessa tells the 700 delegates of the appalling statistics on child stress that taken together put England at the bottom of the pile on wellbeing. She offers potential solutions for early years practitioners, recommending making children feel welcome and recognised as the person they are at their setting. She promotes the value of chat, not just talking about the curriculum but about what children deem to be important. Tessa relates her theory that the twenty first century is the era of the battery child, recommending that letting children have freedom to adventure is at the heart of improved wellbeing. She shows how this freedom has been eroded generation by generation. She concludes by rallying practitioners, she knows they are at the heart of raising levels of wellbeing.","stream","[]","['Great Britain']","['Early childhood education', 'Children']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321800/1004321800-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737882"
"asp1737880-ediv","","Communicating","2010","6 min","['Education in video', ""Sue Cowley's classroom and behaviour management""]","Sue Cowley reflects on a day's filming with NQT Chris Farnen's Y5 class of thirty mixed ability pupils. Being a good communicator is an essential skill for developing as an effective teacher.  Sue's observations reveal that Chris possesses many of these skills e.g. a good speaking voice, clear instructions, good eye contact and the ability to vary his style between the whole class and individual pupils.  However like many NQTs Chris is setting himself an exhausting pace throughout every lesson.  Sue encourages him to create some moments of stillness, times when he is not walking and talking, giving him permission to ease up a little, and a chance to listen to his class.","stream","[]","[]","['Teacher-student relationships', 'Interpersonal communication', 'Communication in education', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321798/1004321798-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737880"
"asp1737879-ediv","","Class control","2010","6 min","['Education in video', ""Sue Cowley's classroom and behaviour management""]","Sue Cowley reflects on a day's filming at Welford Primary in Birmingham with NQT Chris Farnen's Y5 class of thirty mixed ability pupils. Sue is impressed with the overall way in which Chris controls the class, especially when he takes them on to the playground for games. She points up how well he uses children's names and counting down to get children's attention. The discussion raises some useful questions about how to encourage independent learning and maintain classroom control.","stream","[]","[]","['Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321797/1004321797-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737879"
"asp1737878-ediv","","Rewards","2010","6 min","[""Sue Cowley's classroom and behaviour management""]","Sue Cowley reflects on a day's filming at Welford Primary in Birmingham with NQT Chris Farnen's Y5 class of thirty mixed ability pupils. In this video they focus on the rewards Chris is using to motivate his pupils. The school has successfully introduced a  passport to success  scheme and Chris also uses a table points system. Sue suggests that, alongside these individual and group rewards, a whole class reward when pupils have to work together to achieve an occasional treat can also work well as this encourages cooperation and social skills.","stream","[]","['Great Britain']","['Rewards and punishments in education', 'Classroom management']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321796/1004321796-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737878"
"asp1737877-ediv","","Sanctions","2010","6 min","[""Sue Cowley's classroom and behaviour management""]","Sue Cowley reflects on a day's filming at Welford Primary with NQT Chris Farnen's Y5 class of thirty mixed ability pupils. In this video Sue discusses the sorts of sanctions Chris uses to manage his pupils  behaviour. His school has a well-worked out behaviour policy with a gradation of sanctions beginning with a verbal warning, though Chris is reluctant to use the ultimate sanction of sending a pupil to another class, preferring to deal with any problem himself. Forfeiting break times and lunchtimes is the strategy Chris uses most often, and we see him dealing with a particular pupil who hasn't completed the writing task he has set.","stream","[]","['Great Britain']","['Rewards and punishments in education', 'Classroom management', 'Behavior modification']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321795/1004321795-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737877"
"asp1737876-ediv","","Coping with different abilities","2010","4 min","['Education in video', ""Sue Cowley's classroom and behaviour management""]","Sue Cowley reflects on a day's filming at Welford Primary in Birmingham with NQT Chris Farnen's Y5 class of thirty mixed ability pupils.  In this video they focus on how Chris copes with the wide range of abilities in his class.  He mainly uses his TA to support those children with special needs.  Sue reminds him that he also needs to challenge his higher achieving pupils and encourages him to differentiate tasks and use imaginative ways to engage his class differently in the same lesson.","stream","[]","['Great Britain']","['Mixed ability grouping in education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321794/1004321794-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737876"
"asp1737875-ediv","","Timing","2010","6 min","[""Sue Cowley's classroom and behaviour management""]","Sue Cowley reflects on a day's filming at Welford Primary School in Birmingham with NQT Chris Farnen's Y5 class of thirty mixed-ability pupils. In this video they focus on timing, looking at how long Chris expects his pupils to spend on tasks and his pacing of the different lessons he delivers across the day. Sue suggests he looks at the nature of each task he sets within lessons, and invites him to think about how he could present tasks to maintain a sense of momentum and success. She encourages Chris not to be too self-critical when children don't deliver the amount of work he expects.","stream","[]","['Great Britain']","['Mixed ability grouping in education', 'Time management', 'Classroom management']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321793/1004321793-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737875"
"asp1737874-ediv","","Fair trade","2006","35 min","['KS3 citizenship', 'Education in video']","Nikki Matthews is a maths teacher but she's now expected to teach global citizenship and has to tackle new subjects and a whole new approach to teaching. She takes on the subject of fair trade with her Year 8 tutor group. In lesson one she introduces them to the concept of fair trade through a board game in which the class take on the roles of producers in the developing world and the discussion which comes out of it. But fair trade is no longer confined to coffee and bananas, and in this film we find out about fair trade footballs and the people that make them in Pakistan. In the villages of Punjab, lives are being transformed through higher wages, free medical care, free education and small business loans - all possible through fair trade. We meet some of the young people whose lives have been changed and find out why fair trade matters. Nikki's class, moved and inspired by what they see, determine to get fair trade footballs into school and take citizenship into their own hands.","stream","[]","['Pakistan', 'Great Britain']","['Citizenship', 'Competition, Unfair', 'Price maintenance']","['Nonfiction television programs', 'Instructional television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322845/1004322845-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738856"
"asp1737872-ediv","","Engineering","2006","28 min","['FE: skills for life in context', 'Education in video']","Marine engineer Spencer Johns takes us on a tour of the Royal National Lifeboat Institution's headquarters in Poole.  As a part of a team of engineers he is responsible for keeping the RNLI's fleet of boats up and running.This is the first of a pair of programmes following people employed in the engineering industry throughout their working day to reveal the Level 2 literacy, numeracy and ICT skills they need to use. Together with the accompanying web site, www.teachers.tv/skillforlife, which features a range of linked interactive tasks, the FE: Skills for Life in Context series is designed to help 14-19 year old students on vocational courses with their literacy, numeracy and ICT skills.","stream","[]","['Great Britain']","['Mathematics', 'Automobile mechanics', 'Technology', 'Science', 'Engineering']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321791/1004321791-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737873"
"asp1737870-ediv","","Health and beauty","2006","28 min","['FE: skills for life in context', 'Education in video']","Follow a young hairdresser working in a prestigious hair salon through the course of a typical day to find out the skills they need to carry out their job effectively.This is the first of a pair of programmes following people employed in the health and beauty industry throughout their working day to reveal the Level 2 literacy, numeracy and ICT skills they need to use. Together with the accompanying web site, www.teachers.tv/skillforlife, which features a range of linked interactive tasks, the FE: Skills for Life in Context series is designed to help 14-19 year old students on vocational courses with their literacy, numeracy and ICT skills.","stream","[]","['Great Britain']","['Mathematics', 'Personal trainers', 'Technology', 'Hairdressing', 'Beauty operators', 'Literacy', 'Vocational education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321789/1004321789-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737871"
"asp1737868-ediv","","Construction","2006","30 min","['FE: skills for life in context', 'Education in video']","What have literacy, numeracy and ICT skills got to do with fitting central heating systems? Gas fitter Philip Parker shows just how important they are.This is the first of a pair of programmes following people employed in construction throughout their working day to reveal the Level 2 literacy, numeracy and ICT skills they need to use. Together with the accompanying web site, www.teachers.tv/skillforlife, which features a range of linked interactive tasks, the FE: Skills for Life in Context series is designed to help 14-19 year old students on vocational courses with their literacy, numeracy and ICT skills.","stream","[]","['Great Britain']","['Construction industry', 'Literacy', 'Technology', 'Mathematics']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321787/1004321787-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737869"
"asp1737866-ediv","","FE skills for life in context. Social care","2006","28 min","['FE: skills for life in context']","Find out the skills required to set up a pub lunch trip for a group of eight elderly residents at a care home.This is the second of a pair of programmes following people employed in social care throughout their working day to reveal the Level 2 literacy, numeracy and ICT skills they need to use. Together with the accompanying web site, www.teachers.tv/skillforlife, which features a range of linked interactive tasks, the FE: Skills for Life in Context series is designed to help 14-19 year old students on vocational courses with their literacy, numeracy and ICT skills.","stream","[]","['Great Britain']","['Mathematics', 'Caregivers', 'Technology', 'Social work', 'Literacy']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321784/1004321784-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737866"
"asp1738824-ediv","","Everyone's included","2007","28 min","['Get physical', 'Education in video']","Three very different primary schools show how they set about including all their pupils in PE and school sport. Kings Avenue Primary School in Clapham, south London has a diverse intake of pupils with widely differing needs. It makes provision for all its pupils as a result of the thoughtful implementation of its inclusion ethos. Amongst the success stories at Kings Avenue is the  Russian Workout  dance class, offered by a Russian dance tutor who trained in classical ballet. The programme also features an innovative web-based scheme, the Virtual Athletics League. This enables pupils at Stoke St Gregory CE Primary School, a small and relatively isolated rural school, to compete against their peers elsewhere in the county. This enables the gifted and talented to be identified and challenged, whilst pupils of all abilities can compete against their own past performances and see proof of their progress. Halcon Community Primary School in Taunton is competing in the same league.","stream","[]","['Great Britain']","['Physical education and training', 'Inclusive education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321783/1004321783-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737865"
"asp1737863-ediv","","A place for competition","[20--?]","14 min","['Get physical']","There's a renewed emphasis on the value of competitive sport in schools, with a new national schools competition framework and the appointment of a network of competition managers across the country. Both are designed to help schools nurture talented young athletes, but also to ensure that all students have opportunities to learn vital life skills from participating in competitive sport.Some students will gain a great deal simply by playing competitively during a PE lesson, while others, like Year 12 hockey player Alicia, aspire to compete at the Olympics. Consequently, competition needs to take many forms, and it must be appropriate, integrated and inclusive.The Manor School in Mansfield, King Edward VII School in King's Lynn and Dorothy Stringer School in Brighton show how they are ensuring all their students benefit from competing, whatever their abilities and aspirations.","stream","[]","['Great Britain']","['School sports', 'Physical education and training', 'Competition']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321781/1004321781-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737863"
"asp1737861-ediv","","Active lunchtime","2007","14 min","['Get physical', 'Education in video']","Lunchtimes can be difficult for schools, with aimless students sometimes behaving badly. The Deanes School in Essex has decided to make lunchtime a positive experience for all by introducing a number of zoned areas within its playground, known as Activity City . Activity City is a structured environment. The wide range of activities offered helps to develop skills in sport and PE. Some of these are for SEN groups, some for the talented. As well as getting the students active during lunchtime, the school has noticed a marked improvement in students  attitudes to study in the afternoons. The programme also briefly features Rawmarsh Community School near Rotherham. The school offers a range of lunchtime activities--the most unusual being a radio station that broadcasts music, requests and school announcements over a school-wide system at break time and lunchtime. The students love having music to perform to, and levels of physical activity and engagement have increased.","stream","[]","['Great Britain']","['Music in education', 'Physical education and training', 'Student activities']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321779/1004321779-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737861"
"asp1737851-ediv","","Primary Spanish. La cultura folclórica de Veracruz","2009","24 min","['Lesson starters']","12 year-old Ingrid presents this clip on the typical costumes and instruments that are central to the folkloric tradition of Son Jarocho in Veracruz. As her friends and fellow pupils at Escuela Primaria 22 de Septiembre 1972 prepare for a performance of traditional songs, Ingrid talks about the different outfits worn by the girls and boys, and interviews the musicians about their instruments and the music they are about to play.This lesson starter relates to the language and themes explored in Unit 14 of the QCDA scheme of work for KS2 Spanish.Shot on location in southern Veracruz, Mexico, the video offers opportunities to develop language skills and intercultural understanding.","stream","[]","['Mexico']","['Spanish language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321769/1004321769-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737851"
"asp99239582300971","","Lesson starters. Primary Spanish","","3 minutes","['Lesson starters']","11-year-old Jose Carlos interviews the owner of a local shop in Cosoleacaque, Vercruz about what life was like when she was young.  In this clip, Doña Hernández talks to Jose Carlos about life when she was a girl: where she lived, what her school was like, and the immediate locality of La Colonia 10 de Mayo 20 years ago, before running water and electricity.   This lesson starter relates to the language and themes explored in Unit 22 of the QCDA scheme of work for KS2 Spanish, specifically on the times of day and using the past tense.   Shot on location in Cosoleacaque, Veracruz in southern Mexico, the video offers opportunities to develop language skills and intercultural understanding.","stream","[]","[]","['Spanish language']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321777/1004321777-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782274"
"asp99239582700971","","Lesson starters. Primary Spanish","","3 minutes","['Lesson starters']","10-year-old Paula takes us on a tour of the local city of Cosoleacaque, and talks about the features that she likes most. Her tour takes us to the Municipal Palace with its balconies, the park with its red benches, the cathedral with the bell made in 1782, and the market.   This lesson starter relates to the language and themes explored in Unit 22 of the QCDA scheme of work for KS2 Spanish, specifically on using the past tense.  Shot on location in Cosoleacaque, Veracruz in southern Mexico, the video offers opportunities to develop language skills and intercultural understanding.","stream","[]","[]","['Spanish language']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321776/1004321776-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782273"
"asp99239583100971","","Lesson starters. Primary Spanish","","4 minutes","['Lesson starters']","Join Alejandro as he presents a game of charades in which two teams of boys and girls act out what they did yesterday.  The game involves first choosing a slip of paper from the pot which asks 'What did you do yesterday at?', and then acting it out for the other team members. With the score tied at two points for each team, Alejandro acts out the tie-breaker.  This lesson starter relates to the language and themes explored in Unit 19 of the QCDA scheme of work for KS2 Spanish, specifically on the times of day and using the past tense.   Shot on location in Cosoleacaque, Veracruz in southern Mexico, the video offers opportunities to develop language skills and intercultural understanding.","stream","[]","[]","['Spanish language']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321775/1004321775-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782272"
"asp99239583600971","","Lesson starters. Primary Spanish","","3 minutes","['Lesson starters']","In this clip, Edgardo takes us on a tour of his school, Escuela Primaria 22 de Septiembre 1972.   Starting at the entrance, Edgardo shows us the co-operative canteen run by the parents, the toilets (briefly!), the six classrooms in the two-storey school, the playground (during breaktime) and the IT room, ending up back in the playground at 12:30, the end of the school day.  This lesson starter relates to the language and themes explored in Unit 19 of the QCDA scheme of work for KS2 Spanish.  Shot on location in Cosoleacaque, Veracruz in southern Mexico, the video offers opportunities to develop language skills and intercultural understanding.","stream","[]","[]","['Spanish language']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321774/1004321774-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782271"
"asp99239584100971","","Lesson starters. Primary Spanish","","5 minutes","['Lesson starters']","In Mexico, no birthday celebration would be complete without a piñata. Román and friends Alondra and Daniel give us a step-by-step demonstration of how to make a piñata at home, and then what to do with it when it's finished!  The film also features the song that accompanies the breaking of the piñata, with the lyrics appearing on screen, karaoke-style.  This lesson starter relates to the language and themes explored in Unit 17 of the QCDA scheme of work for KS2 Spanish.  Shot on location in southern Veracruz, Mexico, the video offers opportunities to develop language skills and intercultural understanding.","stream","[]","[]","['Spanish language']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321773/1004321773-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782270"
"asp99239584500971","","Lesson starters. Primary Spanish","","3 minutes","['Lesson starters']","In this clip, Ulysses introduces the four seasons as they're known in Mexico, and talks about the weather associated with each season using models created by his school friends.  In spring, for example, the weather is hot and sunny, but there's very little wind and so birds can fly without any difficulty. In the summer, however, there's a lot of wind and so children go out and fly their kites. In the autumn, leaves fall and it's rainy; and in the winter, there's even snow in some parts of Veracruz.  This lesson starter relates to the language and themes explored in Unit 17 of the QCDA scheme of work for KS2 Spanish.  Shot on location in southern Veracruz, Mexico, the video offers opportunities to develop language skills and intercultural understanding.","stream","[]","[]","['Spanish language']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321772/1004321772-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782269"
"asp99239584900971","","Lesson starters. Primary Spanish","","3 minutes","['Lesson starters']","Kiabet lives in Cosoleacaque, Veracruz in Mexico. Every day he walks to school with his mother, sister and brother. He explains the route he takes to his friend Jose Carlos.  Narrated by Kiabet, the film is a step-by-step description of his journey from home to school, giving each left and right turn he takes when he crosses the road, and pointing out the things he passes on the way, such as the fruit stall.   This lesson starter relates to the language and themes explored in Unit 15 of the QCDA scheme of work for KS2 Spanish.  Shot on location in southern Veracruz, Mexico, the video offers opportunities to develop language skills and intercultural understanding.","stream","[]","[]","['Spanish language']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321771/1004321771-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782268"
"asp99239585500971","","Lesson starters. Una canción tradicional. Primary Spanish","","2 minutes","['Lesson starters']","This clip features a performance of the traditional Son Jarocho song, El Colás, by pupils at Escuela Primaria 22 de Septiembre 1972.  The lyrics appear on screen, karaoke-style, to support the teaching of the song in class.  This lesson starter relates to the language and themes explored in Unit 14 of the QCDA scheme of work for KS2 Spanish.  Shot on location in southern Veracruz, Mexico, the video offers opportunities to develop language skills and intercultural understanding.","stream","[]","[]","['Spanish language']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321770/1004321770-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782267"
"asp1737850-ediv","","Air resistance","2009","4 min","['Lesson starters', 'Education in video']","Professor Pete has assembled some eggs and a variety of parachutes of different sizes. They are made from plastic bags, string and yoghurt pots. For safety the eggs are dropped from the top of a ladder by a firefighter. First, as a control, Professor Pete asks the fireman to drop an egg without any parachute attached to it at all. No surprise - we just get a scrambled egg. The Professor then tries a variety of parachutes and ends up attaching a parachute made from a black bin liner. This large bag has a lot of wind resistance and allows the lucky egg to float down to the ground without breaking. PROMPT QUESTION: Why didn't the last egg break?","stream","[]","['Great Britain']","['Science']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321768/1004321768-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737850"
"asp1737847-ediv","","Vox pops from middle leaders","2010","2 min","['CPD package - middle leaders - performance management']","The package presents practical examples of situations where middle leaders are required to effect change whilst keeping on board potentially challenging staff. The examples include behaviour consultant John Bayley's work with a young middle leader who is line managing a teacher over 20 years her senior. The delicate and controversial area of emotional intelligence, and how important it is for middle leaders to be sensitive to other people's feelings is explored. There is an interactive element containing an innovative role pay scenario where a middle leader is managing a senior primary teacher who is unwilling to switch from teaching a top set to a bottom set.Throughout the e-learning module, middle leaders and education consultants give their perspective on these issues.","stream","[]","['Great Britain']","['Career development', 'School employees', 'Middle managers', 'Educational leadership', 'Performance']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321765/1004321765-disc001-file001-frame00020-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737847"
"asp1737848-ediv","","Hot tips from consultant and middle leaders","2010","2 min","['CPD package - middle leaders - performance management', 'Education in video']","The package presents practical examples of situations where middle leaders are required to effect change whilst keeping on board potentially challenging staff. The examples include behaviour consultant John Bayley's work with a young middle leader who is line managing a teacher over 20 years her senior.The delicate and controversial area of emotional intelligence, and how important it is for middle leaders to be sensitive to other people's feelings is explored.There is an interactive element containing an innovative role pay scenario where a middle leader is managing a senior primary teacher who is unwilling to switch from teaching a top set to a bottom set.Throughout the e-learning module, middle leaders and education consultants give their perspective on these issues.","stream","[]","['Great Britain']","['Career development', 'Educational leadership']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321766/1004321766-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737848"
"asp1737846-ediv","","Middle leaders - performance management. Audio clip","2010","1 min","['Education in video', 'CPD package']","The package presents practical examples of situations where middle leaders are required to effect change whilst keeping on board potentially challenging staff. The examples include behaviour consultant John Bayley's work with a young middle leader who is line managing a teacher over 20 years her senior. The delicate and controversial area of emotional intelligence, and how important it is for middle leaders to be sensitive to other people's feelings is explored. There is an interactive element containing an innovative role pay scenario where a middle leader is managing a senior primary teacher who is unwilling to switch from teaching a top set to a bottom set. Throughout the e-learning module, middle leaders and education consultants give their perspective on these issues.","stream","[]","['Great Britain']","['Teams in the workplace', 'Teachers', 'Interpersonal relations', 'Educational leadership']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321764/1004321764-disc001-file001-frame00000-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737846"
"asp1737844-ediv","","Roleplay","2010","8 min","['CPD package - middle leaders - managing challenging situations with staff']","The package presents practical examples of situations where middle leaders are required to effect change whilst keeping on board potentially challenging staff. The examples include behaviour consultant John Bayley's work with a young middle leader who is line managing a teacher over 20 years her senior.The delicate and controversial area of emotional intelligence, and how important it is for middle leaders to be sensitive to other people's feelings is explored.There is an interactive element containing an innovative role pay scenario where a middle leader is managing a senior primary teacher who is unwilling to switch from teaching a top set to a bottom set.Throughout the e-learning module, middle leaders and education consultants give their perspective on these issues.","stream","[]","['Great Britain']","['Career development', 'School management and organization', 'School employees', 'Educational leadership']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321762/1004321762-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737844"
"asp1737843-ediv","","Interview with Teresa Williams, consultant","2010","2 min","['CPD package - middle leaders - managing challenging situations with staff']","The package presents practical examples of situations where middle leaders are required to effect change whilst keeping on board potentially challenging staff. The examples include behaviour consultant John Bayley's work with a young middle leader who is line managing a teacher over 20 years her senior.The delicate and controversial area of emotional intelligence, and how important it is for middle leaders to be sensitive to other people's feelings is explored.There is an interactive element containing an innovative role pay scenario where a middle leader is managing a senior primary teacher who is unwilling to switch from teaching a top set to a bottom set.Throughout the e-learning module, middle leaders and education consultants give their perspective on these issues.","stream","[]","['Great Britain']","['Career development', 'School management and organization', 'School employees', 'Educational leadership']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321761/1004321761-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737843"
"asp1737842-ediv","","Vox pops from consultant and middle leaders (managing challenging situations with staff)","2010","1 min","['CPD package - middle leaders - managing challenging situations with staff']","The package presents practical examples of situations where middle leaders are required to effect change whilst keeping on board potentially challenging staff. The examples include behaviour consultant John Bayley's work with a young middle leader who is line managing a teacher over 20 years her senior. The delicate and controversial area of emotional intelligence, and how important it is for middle leaders to be sensitive to other people's feelings is explored. There is an interactive element containing an innovative role pay scenario where a middle leader is managing a senior primary teacher who is unwilling to switch from teaching a top set to a bottom set.Throughout the e-learning module, middle leaders and education consultants give their perspective on these issues.","stream","[]","['Great Britain']","['Career development', 'School employees', 'Middle managers', 'Educational leadership']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321760/1004321760-disc001-file001-frame00015-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737842"
"asp1737841-ediv","","Vox pops from senior and middle leaders","2010","1 min","['CPD package - middle leaders - managing challenging situations with staff']","The package presents practical examples of situations where middle leaders are required to effect change whilst keeping on board potentially challenging staff. The examples include behaviour consultant John Bayley's work with a young middle leader who is line managing a teacher over 20 years her senior. The delicate and controversial area of emotional intelligence, and how important it is for middle leaders to be sensitive to other people's feelings is explored. There is an interactive element containing an innovative role pay scenario where a middle leader is managing a senior primary teacher, who is unwilling to switch from teaching a top set to a bottom set.Throughout the e-learning module, middle leaders and education consultants give their perspective on these issues.","stream","[]","['Great Britain']","['Career development', 'School employees', 'Middle managers', 'Educational leadership']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321759/1004321759-disc001-file001-frame00010-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737841"
"asp1737840-ediv","","Middle leaders - managing challenging situations with staff. Audio clip","2010","1 min","['Education in video', 'CPD package']","The package presents practical examples of situations where middle leaders are required to effect change whilst keeping on board potentially challenging staff. The examples include behaviour consultant John Bayley's work with a young middle leader who is line managing a teacher over 20 years her senior. The delicate and controversial area of emotional intelligence, and how important it is for middle leaders to be sensitive to other people's feelings is explored. There is an interactive element containing an innovative role pay scenario where a middle leader is managing a senior primary teacher who is unwilling to switch from teaching a top set to a bottom set.Throughout the e-learning module, middle leaders and education consultants give their perspective on these issues.","stream","[]","['Great Britain']","['Teams in the workplace', 'Teachers', 'Interpersonal relations', 'Educational leadership']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321758/1004321758-disc001-file001-frame00005-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737840"
"asp1737839-ediv","","Starting out","2010","4 min","['Secondary singing with Howard Goodall']","Encouraging KS3 and 4 pupils to get singing at secondary level, with presenter and composer Howard Goodall.","stream","[]","['Great Britain']","['Music', 'Music in education', 'Singing']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321581/1004321581-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737839"
"asp1737838-ediv","","Chart songs","2010","6 min","['Education in video', 'Secondary singing with Howard Goodall']","Presenter and composer Howard Goodall gives tips on how best to encourage Key Stage 3 and Key Stage 4 students to sing using chart songs.","stream","[]","['Great Britain']","['Music', 'Music in education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321580/1004321580-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737838"
"asp1737837-ediv","","Gospel singing","2010","6 min","['Education in video', 'Secondary singing with Howard Goodall']","Presenter and composer Howard Goodall finds out about gospel singing in secondary schools. Ideal for Key Stage 3 and Key Stage 4 teaching.","stream","[]","['Great Britain']","['Gospel music', 'Music', 'Music in education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321579/1004321579-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737837"
"asp1737835-ediv","","Making singing happen","2010","26 min","['Secondary singing with Howard Goodall']","Presenter and composer Howard Goodall gives practical advice on how to encourage singing in secondary schools.","stream","[]","['Great Britain']","['Music', 'Music in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321577/1004321577-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737835"
"asp1737832-ediv","","Primary writing starters. The railway children","2010","23 min","['Lesson starters']","An extract from this classic family film based on the book by E. Nesbitt provides an opportunity for KS2 children to write their own dramatic story about bravery. The film extract is interspersed with Y5/6 pupils talking, which can usefully provide a model for classroom discussion. The children set the scene, talk about the character they most identify with and weigh up what they would have done in similar circumstances. The story is set at the beginning of the 20th century. Roberta, Peter and Phyllis witness a landslide in the railway cutting which blocks the track. Peter remembers that the 11.29 is only minutes away - there's going to be a terrible accident if they don't come up with a plan to stop the train. The children use the girls red flannel petticoats as warning flags, but they have to stand on the track to bring the train to a halt in the nick of time. We suggest teachers also discuss risk-taking and health and safety issues.","stream","[]","['Great Britain']","['English language', 'Creative writing', 'Literature']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321571/1004321571-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737829"
"asp99239586700971","","Lesson starters. Primary writing starters","","5 minutes","['Lesson starters']","This is an extract from the award-winning dramatization of Jacqueline Wilson's much loved book Double Act.  It depicts the first week at a new school for twins Ruby & Garnet.  There are plenty of writing opportunities for KS2 children to create their own school stories or versions of the twins' experiences.  Role play and hot-seating based on the extract could also be used to prompt writing about the twins' feelings about their change of circumstances.  The background is that Ruby and Garnet have moved to the country with Dad and his new girlfriend Rose.  Homesick and hating the new family setup, they hit on the bright idea of behaving so badly at school that they'll be expelled and sent back to live with their Gran.  Needless to say, things don't quite go according to plan and the twins have to face the consequences.","stream","[]","['Great Britain']","['English language', 'Creative writing', 'Literature']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321575/1004321575-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782248"
"asp99239587300971","","Lesson starters. Primary writing starters","","5 minutes","['Lesson starters']","The KS2 video resource can be used as a starting point for opinion-writing  - what think about things you feel are unfair.  It begins with children talking about their own experiences at home and school, but progresses to more serious issues.  All the children's comments are authentic and what they actually wanted to express opinions about.  At a drama workshop other children role-play scenarios along similar themes.  The collection of children's comments is organized under three loose headings:  Family Stuff, School Stuff and Serious Stuff. Family Stuff includes siblings having preferential treatment, and getting the blame for things you haven't done.  The children talk about tests and favouritism at school, and then begin to consider the inequality of wealth, cruelty to animals and our response to world disasters such as the earthquake in Haiti.  Teachers could decide to unpick the degrees of unfairness between the personal anecdotes and world events.","stream","[]","['Great Britain']","['English language', 'Creative writing', 'Literature']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321573/1004321573-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782246"
"asp99239588500971","","Lesson starters. Primary writing starters","","5 minutes","['Lesson starters']","This is a ""Jackanory-style"" reading of the chapter ""Bad News"" from the classic American children's book Charlotte's Web by E.B. White.  It's taken from early on in the story when Wilbur the pig is only just beginning to get to know Charlotte the Spider.  There are writing opportunities for developing dialogue with correct punctuation, as well as writing your own animal story.    Teachers may also want to use the extract as a prompt to persuasive  writing, exploring the pros and cons of eating meat, as of course the bad news is that Wilbur is being fattened up to be killed and eaten.  An old sheep is the one who delivers the bad news to Wilbur.  He cannot believe that the people he knows and trusts could possibly be thinking of killing him.  He has a fit of hysterics proclaiming that he certainly doesn't want to die!  By contrast Charlotte the Spider remains calm, and reassures Wilbur that somehow she will save him.","stream","['White, E. B']","['Great Britain']","['English language', 'Creative writing', 'Literature']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321572/1004321572-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782245"
"asp99239589200971","","Lesson starters. Primary writing starters","","4 minutes","['Lesson starters']","An extract from this classic family film based on the book by E. Nesbitt provides an opportunity for KS2 children to write their own dramatic story about bravery.  The film extract is interspersed with Y5/6 pupils talking, which can usefully provide a model for classroom discussion.  The children set the scene, talk about the character they most identify with and weigh up what they would have done in similar circumstances.   The story is set at the beginning of the 20th century.  Roberta, Peter and Phyllis witness a landslide in the railway cutting which blocks the track.  Peter remembers that the 11.29 is only minutes away - there's going to be a terrible accident if they don't come up with a plan to stop the train.  The children use the girls' red flannel petticoats as warning flags, but they have to stand on the track to bring the train to a halt in the nick of time. We suggest teachers also discuss risk-taking and health and safety issues.","stream","[]","['Great Britain']","['English language', 'Creative writing', 'Literature']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321571/1004321571-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782244"
"asp99239589900971","","Inspirational CPD training. Coaching","","6 minutes","['Inspirational CPD training']","After a day's course in Effective Coaching a group of Secondary teachers and educational professionals get the opportunity to put their new-found techniques into practice.  In the last film in this series, CPD trainer Annie Boate monitors the group as they coach each other.  She is on hand to remind anyone not following her techniques of the correct approach, which she claims can work for anyone from Key Stage 3 and 4 students through to friends and colleagues.","stream","[]","['Great Britain']","['Career development', 'Mentoring', 'Mentoring in education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321570/1004321570-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782243"
"asp99239590500971","","Coaching. Inspirational CPD training","","6 minutes","['Coaching']","In the third of four films, coach and CPD trainer Annie Boate explains how splitting a main goal up into several smaller, more achievable mini-goals can give surprising results.  Annie explains her technique to delegates in a CPD session designed to produce effective coaches for secondary schools and beyond.  She gives the example of her own goal to run a marathon but starts with an initial mini-goal of buying suitable trainers.","stream","[]","['Great Britain']","['Career development', 'Goal (Psychology)', 'Mentoring', 'Mentoring in education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321569/1004321569-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782242"
"asp99239591100971","","Inspirational CPD training. Coaching","","5 minutes","['Inspirational CPD training']","Former teacher and CPD trainer Annie Boate shares her techniques for effective coaching which she claims can inspire Key Stage 3 and 4 students as well as colleagues!  She introduces the dangers of the Closed Question to a group of Secondary teachers and educational professionals.  Annie claims that by focusing on the problem, coaches can unwittingly prevent the person they are coaching from seeing the way forward.","stream","[]","['Great Britain']","['Career development', 'Mentoring', 'Mentoring in education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321568/1004321568-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782241"
"asp1737821-ediv","","Poetry. Introducing Peter Thomas","2010","21 min","['Inspirational CPD training']","In the first in a series of four films former teacher, exam board moderator and CPD trainer Peter Thomas explains his passion for poetry. Peter describes how effective teaching can inspire students to enjoy and understand reading verse as well as developing a technical understanding.In this CPD session aimed at Key Stages 3 and 4 English teachers, Peter acknowledges that teaching Poetry can be difficult, but suggests introducing students to reciting a poem out loud within the class.","stream","[]","['Great Britain']","['Poetry', 'Teachers', 'Career development']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321563/1004321563-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737821"
"asp99239592600971","","Inspirational CPD training. Poetry","","6 minutes","['Inspirational CPD training']","Peter Thomas demonstrates how encouraging students to perform a poem instead of merely reading the poem, can inspire and engage even the most reluctant.  CPD trainer Peter shares one of his all time favourite teaching poems to the group of Middle and Secondary teachers for Key Stage 3 and 4.  Peter also introduces the excitement of pronunciation as a way of recreating the sound and feel of a steam railway - even down to the whistle at the end.","stream","[]","['Great Britain']","['Poetry', 'Teachers', 'Career development']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321565/1004321565-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782238"
"asp99239593100971","","Inspirational CPD training. Poetry","","6 minutes","['Inspirational CPD training']","Peter Thomas introduces Middle and Secondary teachers to the possibilities of using society's most forgotten objects as inspiration for writing poems.  CPD trainer Peter uses Trevor Millum's Glad and Sad, I Ams, as a teaching resource for Key Stages 3 and 4.  He challenges the teachers to write their own 'I Am' from objects which mean little to anyone else.","stream","[]","['Great Britain']","['Poetry', 'Teachers', 'Career development']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321564/1004321564-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782237"
"asp99239593600971","","Inspirational CPD training. APP for primary science","","7 minutes","['Inspirational CPD training']","A Big Stink descends on a group of Primary Science teachers as the challenges facing the Victorians are recreated for a practical science investigation.  CPD trainer Deborah Herridge introduces a practical science investigation inspired by a historical event which will help teachers use the APP criteria for Gathering Evidence.  This investigation will also help Key Stage 1 and 2 pupils learn about modern issues including pollution.","stream","[]","['Great Britain']","['Science', 'Educational tests and measurements']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321562/1004321562-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782235"
"asp99239594200971","","Inspirational CPD training. APP for primary science","","5 minutes","['Inspirational CPD training']","CPD trainer Deborah Herridge introduces an exciting practical exercise which will assist teachers in not only using the Science APP criteria but also to relate Science to a History topic.  Deborah reveals to a group of Primary Science teachers how a tomato can be mummified, using a similar technique to the method employed by the Ancient Egyptians, for today's Key Stage 1 and 2 pupils.  The changes to the fruit can then be recorded over the next few weeks, enabling teachers to cover the APP criteria for Observing and Measuring over time.","stream","[]","['Great Britain']","['Science', 'Educational tests and measurements']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321561/1004321561-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782234"
"asp99239594800971","","Inspirational CPD training. APP for primary science","","5 minutes","['Inspirational CPD training']","This film demonstrates a fun, low-cost and practical science investigation which will help cover the APP criteria for Pattern-seeking and Data collection.  Scientist and CPD trainer Deborah Herridge shows a group of Primary Science teachers a simple technique for recording woollen caterpillars which will transform a tally chart into a pictogram and cover some of the criteria for varying the representation of data.  This exercise also introduces young children to the importance of camouflage to animals.","stream","[]","['Great Britain']","['Science', 'Educational tests and measurements']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321560/1004321560-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782233"
"asp1737817-ediv","","APP for primary science","2010","19 min","['Inspirational CPD training', 'Education in video']","""In the first of four films, CPD trainer Deborah Herridge reveals her passion for practical science to Primary science teachers. Deborah shares her suggestions for simple investigations and resources to cover the APP criteria for Science within Key Stages 1 and 2.She challenges the teachers to find out which hands grab the most sweets - an exciting exercise which she claims could also improve mathematical skills, group work and communication.""","stream","[]","['Great Britain']","['Science', 'Educational tests and measurements']","['Nonfiction television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321562/1004321562-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737820"
"asp1737813-ediv","","Primary geography. Introducing Howard Lisle","2010","19 min","['Inspirational CPD training']","In the first of four films, Geographer and CPD trainer Howard Lisle shares his passion for primary geography.Howard suggests low-cost, highly-effective methods and resources to bring the subject to life for Key Stage 1 and 2 classes.He also stresses the importance of opening the window on the world for the child and not teaching the geography of nowhere.","stream","[]","['Great Britain']","['Geography', 'Career development', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321555/1004321555-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737813"
"asp99239596200971","","Inspirational CPD training. Primary geography","","5 minutes","['Inspirational CPD training']","Passionate geographer and CPD trainer Howard Lisle introduces primary geography teachers to an often overlooked lesson resource - the storybook.  He demonstrates how the book ""The Day of Ahmed's Secret"" can become a springboard for a geographical investigation into one of the world's most famous cities for Key Stages 1 and 2.  Under Howard's instruction the teachers get a sense of Cairo by making a diorama - a 3D model of a scene. This exercise can easily be recreated in the classroom from just card, paper, scissors, glue and the teacher's own photographs.","stream","[]","['Great Britain']","['Geography', 'Career development', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321557/1004321557-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782230"
"asp99239597900971","","Inspirational CPD training. Primary geography","","6 minutes","['Inspirational CPD training']","CPD trainer Howard Lisle introduces primary geography teachers to the importance of fitting the teaching of current affairs into the Key Stage 1 and 2 curriculum.  Using the example of the Icelandic volcano which erupted in April 2010, Howard demonstrates how to recreate a similar event, using a cardboard box and some easily-obtainable resources.  Howard also stresses the importance of using photographs - often the teacher's own - to help bring the world to the classroom.","stream","[]","['Great Britain']","['Geography', 'Career development', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321556/1004321556-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782229"
"asp99239598600971","","Inspirational CPD training. Early years. 4","","7 minutes","['Inspirational CPD training']","In the last film in the series, Outstanding Early Years Practitioner Shonette Bason demonstrates some cheap, simple and easily-available resources which can build on the outdoor learning experience.  Shonette's audience of Early Years practitioners and Primary teachers take part in one exercise involving just a single ball of wool, but which can introduce children to cooperation and team work.  Coloured pasta and soap flakes are other props Shonette uses to inspire and excite children during statutory outdoor learning periods.","stream","[]","['Great Britain']","['Early childhood education', 'Outdoor education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321554/1004321554-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782227"
"asp99239599500971","","Inspirational CPD training. Early years. 3","","6 minutes","['Inspirational CPD training']","This film looks at the most common obstacles Early Years practitioners can face when implementing the Early Years Foundation Stage statutory outdoor classroom - and ways to overcome them.  Committed outdoors enthusiast and practitioner Shonette Bason reveals in this CPD session how she has tackled some common problems to achieve her Ofsted Outstanding status.  Shonette and her audience agree some obstacles can include reluctance from colleagues and parents and a small or poorly-equipped outside area.","stream","[]","['Great Britain']","['Early childhood education', 'Outdoor education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321553/1004321553-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782226"
"asp99239600000971","","Inspirational CPD training. Early years. 2","","6 minutes","['Inspirational CPD training']","In the second film in this CPD series featuring Early Years Practitioner Shonette Bason, Shonette demonstrates some simple, no-cost ways to introduce fun and movement to the outdoor classroom.  Shonette encourages her audience of Early Years and Primary practitioners to take part in some basic exercises which can help boost fun, learning and coordination to the Early Years Outdoors Curriculum.  Shonette's techniques are designed to inspire practitioners to begin to develop their own movement-based exercises as their confidence grows.","stream","[]","['Great Britain']","['Early childhood education', 'Outdoor education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321552/1004321552-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782225"
"asp1737809-ediv","","Early years. Introducing Shonette Bason","2010","21 min","['Inspirational CPD training', 'Education in video']","In the first of this series, Ofsted Outstanding Early Years Practitioner and CPD trainer Shonette Bason shares her passion for the statutory Early Years outdoor curriculum.Shonette is joined by other Early Years and Primary practitioners and gives hints on how to make learning fun and effective outside the classroom within Early Years Foundation Stage.Practitioners and/or teachers who watch this film should feel inspired to learn more about the outdoor programme and gain more confidence in taking Early Years children outdside.","stream","[]","['Great Britain']","['Early childhood education', 'Outdoor education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321554/1004321554-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737812"
"asp1737808-ediv","","Online and texting","2010","2 min","['KS3/4 PSHE - teenage love and relationships']","This lesson starter for KS3 and KS4 PHSE explores the way relationships are conducted through technology such as mobile phones and social networks.","stream","[]","['Great Britain']","['Teenagers', 'Social media', 'Interpersonal relations', 'Cell phones and teenagers', 'Interpersonal relations in adolescence']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321550/1004321550-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737808"
"asp1737807-ediv","","Think about the future. Pregnancy","2010","3 min","['KS3/4 PSHE - teenage love and relationships']","Suitable for Key Stage 3 and Key Stage 4 PSHE sex and relationship education. This resource is intended to spark debate around the topic of teenage pregnancy.","stream","[]","['Great Britain']","['Teenage pregnancy']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321549/1004321549-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737807"
"asp1737806-ediv","","Abusive relationships","2010","4 min","['KS3/4 PSHE - teenage love and relationships', 'Education in video']","This thought-provoking resource on the subject of abusive teenage relationships can be used to stimulate discussion for Key Stage 3 and 4 PSHE.","stream","[]","['Great Britain']","['Abuse', 'Adolescent psychology', 'Interpersonal relations', 'Psychology', 'Interpersonal relations in adolescence']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321548/1004321548-disc001-file001-frame00170-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737806"
"asp1737805-ediv","","Pressured into having sex","2010","3 min","['KS3/4 PSHE - teenage love and relationships']","This short video is for use with Key Stage 3 and Key Stage 4 PSHE classes and can be used as a way of stimulating discussion on the subject of sex and peer pressure.","stream","[]","[]","['Peer pressure in adolescence', 'Teenagers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321547/1004321547-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737805"
"asp1737804-ediv","","Teenage love and relationships","2010","33 min","['School matters']","This video for teachers of KS3 and KS4 PSHE, looks at the role school staff can play with helping students prepare for and deal with the emotional side of sex and relationships.","stream","[]","['Great Britain']","['Teenagers', 'Interpersonal relations']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321546/1004321546-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737804"
"asp1737803-ediv","","Non-physical disability","2010","4 min","['Disability equality']","Schools have a duty to all children with special needs whether they have a physical or non-physical condition. This film focuses on the approach taken by Ipsley Middle School in Redditch, which has been commended for its disability policies.  Years five and six pupils who have learning difficulties are taken into a core group for English and maths for two hours a day.  Older pupils are also brought together for science and languages.  The lessons ensure pupils are equipped with skills for everyday life, such as working out measurements and payments. Out-of-school activities include getting on a bus and visiting the cinema. All lessons emphasis the importance of good manners.  Ipsley also works closely with the outreach team of a local special school which provides specialist resources to help pupils.  The programme is part of a series that examines the requirements of the disability equality laws in schools.","stream","[]","['Great Britain']","['Special education', 'Students with disabilities']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321545/1004321545-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737803"
"asp1737802-ediv","","Mobility","2010","3 min","['Disability equality']","Pupils with disabilities have an equal right to participate in all aspects of school life - which means they must be able to access all parts of the school building.  In this programme a pupil at Ipsley Middle School in Redditch demonstrates what he needs to get around in a wheelchair.  Essential features include doors that open automatically or at the push of a button, lifts to access all floors and ramps instead of steps.  What's often overlooked is providing enough turning space in corridors and adjustable desks and sinks.  Schools are not expected to make all the necessary alterations overnight but they are required to have plans in place to improve access if they do not have a pupil in a wheelchair.  The programme is part of a series on measures that must be taken by schools to comply with disability equality legislation.","stream","[]","['Great Britain']","['Barrier-free design for students with disabilities', 'Students with disabilities']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321544/1004321544-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737802"
"asp1737801-ediv","","Dealing with bullying","2010","5 min","['Disability equality', 'Education in video']","Any pupil could be picked on by a bully but the chances of being targeted are much greater for those with disabilities.  According to a survey conducted by the charity Whizkidz, half of all disabled pupils said they had been bullied in school.  This programme looks at the anti-bulling polices at Ipsley Middle School in Redditch which has been commended by Whizkidz.  The school has developed drop-in lunchtime, drop-in sessions for pupils who want to talk to one of their peers while those at extra risk of bullying are assigned mentors.  However, according to the school, tackling bullying can only be effective by building a culture of equality and ensuring no-one is looked upon as different.  The programme is part of a series that looks at the requirements of the disability equality law in schools.","stream","[]","['Great Britain']","['Children with disabilities', 'Special education', 'Bullying in schools']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321543/1004321543-disc001-file001-frame00015-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737801"
"asp1737800-ediv","","Inclusion in PE","2010","4 min","['Disability equality']","Schools are required to ensure that pupils of all abilities have equal access to the full range of activities that take place within school - and that includes sport. Despite this legal requirement, a survey carried out by the children's charity Whizkidz found that a third of pupils with disabilities felt excluded from PE. But, as this programme demonstrates, there is no reason why any child should be left out. At Ipsley Middle School in Redditch, children in wheelchairs are even included in hurdling. The school's subject leader for PE explains that it means giving a little more time and thought to lesson preparations so that everyone can participate. The school has found that other children are just as keen to include and assist children with disabilities during games. There are four other programmes in this series that explain the responsibilities of schools towards children with special needs.","stream","[]","['Great Britain']","['Physical education and training', 'Special education', 'Inclusive education', 'Students with disabilities']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321542/1004321542-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737800"
"asp1737799-ediv","","Disability equality. An overview. Volume 1","2010","6 min","['Disability equality']","All schools must ensure that anyone with a disability is treated equally.  In this programme Andy Beckett, a senior SEN adviser at National Strategies, explains what the equality laws mean in practice.  Schools have three main duties to ensure all pupils have the equal educational opportunities and the same chance to participate in school life: firstly, not to discriminate against any child; secondly, to make reasonable adjustments to so the curriculum accessible by all; and thirdly, to provide plans to show how they intend to improve accessibility even if they do not have any pupils with a disability.  Andy urges schools to draw up its policies and plans in conjunction with disabled pupils and groups in the community. There are four other programmes in the series that look at different aspects of the disability equality laws.","stream","[]","['Great Britain']","['Special education', 'Educational equalization', 'Students with disabilities']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321541/1004321541-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737799"
"asp99239600400971","","Wellbeing at work. Stress relief video. 4","","8 minutes","['Wellbeing at work']","Take a journey across our serene universe in this video to help you relax and reduce stress, designed with advice from an expert psychologist.  This film illustrates the sheer scale of the cosmos - from Britain, the vision turns to the planetary system and on to the universe. When watching this film you recognise that there is so much more to life than the daily grind and the day-to-day hassles that we experience. This film enables us to place our existence into perspective. The stresses and strains that accompany our fast-paced lives are placed into context when we observe the vastness and sheer magnitude of the solar system. There is so much more going on than our routine hassles. The film is full of vibrant colours and the contrast of light on dark symbolises the brightness of life and existence.  The best time to watch this film is when you are feeling generally stressed about life/work hassles.  The expert adviser was psychologist Dr. Victoria Galbraith.","stream","[]","[]","['Relaxation', 'Health', 'Stress management']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321540/1004321540-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782213"
"asp1737797-ediv","","Stress relief video","2010","22 min","['Wellbeing at work']","Babbling brooks, leafy lanes and colourful meadows provide a pastoral excursion in this video aimed at helping you rest and relax. Designed with advice from an expert psychologist to help reduce stress levels, this film is full of beautiful scenery. It's a bright sunny day where you glimpse the sun cascading through the trees, you see countryside, a running stream, bright colours and green foliage. If you listen closely, you can hear the birds singing. These scenes allow you to awaken your senses, to feel at one with nature and to relax! The camera angle at times enables you to imagine being small or childlike where you are running through the long grass with no cares in the world, surrounded by beauty and serenity. At other times, you get a bird's eye view which can help you to imagine the unimaginable -- the sky is the limit! The best time to watch this film is when you feel most relaxed ... go with it!","stream","[]","[]","['Relaxation', 'Health', 'Stress management']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321539/1004321539-disc001-file001-frame00175-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737797"
"asp99239601500971","","Wellbeing at work. Stress relief video. 1","","6 minutes","['Wellbeing at work']","Smiles from children across the globe combine to present a cheerful diversion in this video to help you unwind.  Designed with advice from an expert psychologist to help reduce stress levels, the film is a reminder of the value of 'sharing a smile'.  A smile can demonstrate so many things, but it is generally associated with happiness and contentedness. Research has demonstrated that smiling can inspire qualities such as trustworthiness and attractiveness. Furthermore, a smile is often contagious and can therefore bring happiness to others. A smile can speak a thousand words, and it transcends all barriers - culture, age, race, religion, sex, ability, socio-economic status…smiling is a universal language. It can alter your outlook or perception - when someone smiles at you, it can give you such a 'feel-good factor'. The best time to watch this film is when you don't feel like smiling. The expert adviser was psychologist Dr. Victoria Galbraith.","stream","[]","[]","['Relaxation', 'Health', 'Stress management']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321537/1004321537-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782210"
"asp1737794-ediv","","Staying motivated","2010","7 min","['Get motivated with Gladeana']","Peter Taylor is a seasoned Primary Head who is due to retire in the next few years. Being so experienced and involved, he is constantly being asked by colleagues and associates to do things and attend events--which is wearing him down and making it hard for him to remain enthusiastic and motivated. In this programme, top Life Coach Gladeana McMahon chats to Peter and gets to the heart of the matter. She asks him Whatever happened to saying  no? By identifying the ways in which Peter is stretching himself too thinly, Gladeana is able to give Peter the tools he needs to stay motivated by saying no , focus his efforts and making sure the quality of his work remains high.","stream","[]","['Great Britain']","['Employee motivation', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321536/1004321536-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737794"
"asp1737792-ediv","","Combining leadership and teaching","2010","6 min","['Get motivated with Gladeana', 'Education in video']","Leah Grimsley is a new Primary Deputy Head who is struggling to juggle teaching with management and keep doing both at the high standard she expects from herself. Gladeana is quick to suss that whilst Leah is highly motivated at the moment, doing too much and spreading herself too thinly will result in burn out and a feeling of demotivation in both roles. She tells Leah that in order to be a good role model to colleagues, she needs to lead by example and stay fresh. Together they devise techniques that Leah can use to keep a good work-life balance, including keeping two nights a week work-free and learning to accept when things are good enough.","stream","[]","['Great Britain']","['Career development', 'Educational leadership']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321534/1004321534-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737792"
"asp1737791-ediv","","Doing the paperwork","2010","7 min","['Get motivated with Gladeana', 'Education in video']","Antonia Palmer-Jones loves teaching and bringing creativity into her classroom and hates the necessary but less creative parts of her job like marking and admin. In this short video, she tells Gladeana how she manages to find excuses not to do the paperwork each evening, which then means at weekends she has to sacrifice family time to get it done for Monday morning. Gladeana explores the options with Antonia, who comes to the conclusion that she just needs to get it done and out the way instead of putting the TV on when she gets home. With this in mind, Gladeana devises a unique routine for motivating Antonia to just do it!","stream","[]","[]","['Paperwork (Office practice)', 'Work-life balance', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321533/1004321533-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737791"
"asp1737790-ediv","","Delegating","2010","7 min","['Get motivated with Gladeana', 'Education in video']","New Head Darren is finding it very difficult to let his managers and teachers do things their own way. In a scenario familiar to many managers, he is so worried about the outcome of their actions reflecting badly on him that he can't help but micromanage and tell people how he would do things. In doing this, he runs the risk of demotivating both his staff and himself entirely. Gladeana chats to Darren and together they devise a strategy for delegating to and empowering his staff to keep both them and himself motivated.","stream","[]","['Great Britain']","['School principals', 'Career development']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321532/1004321532-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737790"
"asp1737789-ediv","","Inspiring colleagues","2010","7 min","['Get motivated with Gladeana']","Andrew Horseley manages a five-strong geography department and, as the only full-time teacher with a specialism in the subject, wants to inspire passion about geography in his colleagues to raise the level of teaching in the department. Gladeana realises that Andrew needs to fully take ownership of his Head of Department role in order to inspire others. She talks him through various techniques he can use to gain confidence in his role and stop his modesty from getting in the way of his leadership skills.","stream","[]","['Great Britain']","['Teams in the workplace', 'Geography', 'Career development', 'Educational leadership', 'High school department heads']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321531/1004321531-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737789"
"asp1737788-ediv","","Rushey Mead School","2010","16 min","['Succeeding against the odds']","Rushey Mead School is an outstanding school serving a mixed community in an economically deprived area of north Leicester. The majority of pupils are from an Indian Hindu background, with Muslim Asian, some African Caribbean and very few White British students. The school believes that shared leadership is one of the keys to its success. Rushey Mead has two headteachers who share the same strong values and high expectations of their pupils and who have a common vision for the school. There is shared leadership across the school with co-heads of department leading the mathematics, science and sports faculties. The school believes the schemes it runs with student teachers and other professionals interested in joining the teaching profession contribute to the outstanding teaching the school offers. The school is also proud of helping encourage pupils to be socially responsible and runs its own charitable foundation The Rushey Mead Foundation in India.","stream","[]","['England', 'Great Britain']","['Multicultural education', 'Educational leadership', 'Schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321530/1004321530-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737788"
"asp1737785-ediv","","Secondary English. Innovative approaches to poetry","2010","19 min","['Great lesson ideas']","Lead teacher in English and ICT, Carol Weale at Dane Court Grammar School, doesn't give her Year 10 class William Blake's complete London poem but places the words in alphabetical order.By isolating key words, the students begin to explore the themes. Carol then presents them with completed lines of London but in a jumbled order. They must rearrange them using their knowledge of the poem's rhyme structure and themes.Finally, students compete to memorise and write down as many words from the poem as possible in a few minutes.This largely independent lesson is a great way to encourage and engage reluctant learners and help them to prepare them for the unseen poetry paper.","stream","['Shakespeare, William']","['Great Britain']","['English language', 'Poetry', 'Speeches, addresses, etc']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321527/1004321527-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737785"
"asp99239602700971","","Great lesson ideas. Secondary English","","8 minutes","['Great lesson ideas']","Using key words and clauses from historical and contemporary speeches, English teacher Karen McWilliam from Dane Court Grammar School discusses themes and motives for her Year 7 class's speeches.  Some students decide to travel back in time, whereas others draw on modern events and news stories for inspiration.  The students then mask together their own speeches using the list of key words and clauses given to them, exploring persuasive language as well as using and adapting cliches.  At the end of the lesson, students perform their speeches to the class. Karen also uses this lesson with older year groups as a revision exercise.","stream","[]","['Great Britain']","['English language', 'Speeches, addresses, etc']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321528/1004321528-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782201"
"asp1737780-ediv","","Secondary maths. How many peas fill the classroom?","2010","26 min","['Great lesson ideas']","This fun and active maths lesson for Key Stage 3 students involves measuring, estimating and calculating, and contains a great lesson idea for use in lesson planning.","stream","[]","['Great Britain']","['Mathematics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321522/1004321522-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737780"
"asp99239603600971","","Great lesson ideas. Secondary maths","","6 minutes","['Great lesson ideas']","Maths teacher Kathryn Hurrell sets up this kinaesthetic activity to help her lower ability year 9 pupils understand straight-line graphs.  She gives groups of pupils some simple y=mx+c equations; then they work out pairs of suitable coordinates and stand at that point within a large scale set of axes on the classroom carpet.  By doing this, they start to appreciate what their graph should look and feel like, and how its 'slope' changes with the different equations they've been given.  Kathryn, a maths teacher at Comberton Village College, explains that any classroom management issues this activity might raise through pupils moving around the room are outweighed by its value as a practical and effective lesson that they'll easily remember when they're thinking about graphs and gradients.","stream","[]","['Great Britain']","['Mathematics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321525/1004321525-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782198"
"asp99239604300971","","Great lesson ideas. Secondary maths","","7 minutes","['Great lesson ideas']","Maths teacher Mark Dawes gets his year 8 students to choose some non-standard units to measure things in and around their classroom.  After measuring the height of the door in pencil cases, the width of the whiteboard in shoes, and the length of the corridor in ""Bens"", the class comes to some conclusions about the bounds of accuracy that can realistically be claimed for different units of measurement.  Mark, a maths teacher at Comberton Village College, trusts his pupils to behave responsibly while they slide their classmates along the corridor to measure how long it is, and he feels this is a memorable and enjoyable lesson which tackles a difficult mathematical concept.","stream","[]","['Great Britain']","['Mathematics', 'Measurement']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321524/1004321524-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782197"
"asp99239604800971","","Great lesson ideas. Secondary maths","","6 minutes","['Great lesson ideas']","Maths teacher Asnat Doza explains how her year 7 class works through a series of envelopes, each containing a prepared activity about Fibonacci numbers and sequences.  Each group moves from one activity to the next at their own pace and the pupils do most of the work, while Asnat works the room to check progress and understanding. Asnat, a maths teacher at Comberton Village College, finds that her pupils enjoy working together to solve the problems she's set them, which gives her time to observe the learning that's taking place and to witness the mathematical curiosity that this lesson encourages.","stream","[]","['Great Britain']","['Mathematics', 'Fibonacci numbers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321523/1004321523-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782196"
"asp1737777-ediv","","Physics. Radiation officer","2010","18 min","['Great lesson ideas']","Physics teacher Lynn MacDougall uses a simple disguise costume to dress up as a radiation officer to liven-up her lesson on radiation and smoke alarms. She starts by getting her year 10 pupils to consider how a smoke alarm might work, before getting them to all take part in a modelling exercise looking at the flow of alpha particles in the alarm. Finally she uses a GM counter to demonstrate the safe levels of radiation in a smoke alarm. Lynn, a physics teacher at Stocksbridge High School, finds that although the students are less than convinced by the disguise itself, they are fully involved in the lesson. The radiation officer offers a great context for discussing radioactivity and can also be used as an introduction to the topic.","stream","[]","['Great Britain']","['Physics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321519/1004321519-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737777"
"asp99239575900971","","Great lesson ideas. Physics","","7 minutes","['Great lesson ideas']","Physics teacher Alan Haigh carries out the Cartesian Diver experiment in front of his year 7's but disguises it as magic trick, complete with wand!  The pupils construct their own theories as to how the diver is moving, such as magnetism and static electricity and then build.  Alan provides them with a range of laboratory equipment to test their theories.  As the class gets to grips with what is actually happening, they start to consider the effect of pressure and density on the diver.  Alan, a physics teacher at Woodkirk High School, first used this lesson idea with his tutorial group but has now adapted it and uses it across the year groups.","stream","[]","['Great Britain']","['Physics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321520/1004321520-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782193"
"asp1737772-ediv","","Introduction to the QTS Numeracy Test","2010","34 min","['Passing the QTS Numeracy Test']","What is the QTS Numeracy Skills Test and why do trainee teachers have to take it?  What questions can they expect and how should they answer them? Maths consultant Malcolm Shay introduces the QTS Numeracy Skills Test and explains how trainees can't become qualified teachers without passing it. Although most teachers pass first time and nearly everyone passes it eventually, many trainees still worry about taking this test. In this introductory video, Malcolm explains the purpose of the numeracy test, which is taken on a computer, and he shows some examples of the different kinds of questions. He looks at the mental arithmetic test, in which a pre-recorded voice reads out questions which have to be answered within a certain time, and at the on-screen written questions on interpreting statistics and general arithmetic.","stream","[]","['Great Britain']","['Mathematics', 'Mathematical ability', 'Teachers', 'Test taking skills', 'Educational tests and measurements']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321514/1004321514-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737772"
"asp99239576800971","","Passing the QTS numeracy test. Interpreting statistics. 4","","9 minutes","['Passing the QTS numeracy test']","What kind of questions do trainee teachers get in their QTS Numeracy Skills Test about interpreting statistics, and how should they approach them? In the fourth video in the series, maths consultant Malcolm Shay looks at some of the statistics questions in the QTS Numeracy Skills Test.  He explains that, of all the maths in the test, this is probably the least familiar to non-maths specialists as it's about interpreting data displayed in tables of figures, charts or graphs.  However, he points out that it's important for teachers to understand information presented in this way as it will be about real pupils and their actual achievements.  Malcolm then works through a sample question about a scatter graph, showing some techniques that may be useful when answering other questions.","stream","[]","['Great Britain']","['Mathematics', 'Test-taking skills', 'Mathematical ability', 'Teachers', 'Statistics', 'Educational tests and measurements']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321517/1004321517-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782190"
"asp99239577300971","","Passing the QTS numeracy test. Mental arithmetic. 3","","7 minutes","['Passing the QTS numeracy test']","What's the QTS Mental Arithmetic Test like and how should trainee teachers deal with the questions in it? In the third video in the series, maths consultant Malcolm Shay explains how many teachers in training find the mental arithmetic the most stressful part of the QTS Numeracy Skills Test, and newly qualified teachers who have recently taken the test recall their experiences.  In the mental arithmetic test a pre-recorded voice reads the questions, which have to be answered in a set time; so Malcolm suggests some simple techniques to help reduce the stress and to deal with what are, in reality, fairly straightforward questions.","stream","[]","['Great Britain']","['Mathematics', 'Test-taking skills', 'Mathematical ability', 'Teachers', 'Educational tests and measurements', 'Mental arithmetic']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321516/1004321516-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782189"
"asp99239577900971","","Passing the QTS numeracy test. Preparing for the test. 2","","6 minutes","['Passing the QTS numeracy test']","What's the best way for trainee teachers to prepare for their vital QTS Numeracy Skills Test to be sure they pass it? In this second video in the series, maths consultant Malcolm Shay and newly qualified teachers who have recently taken the test stress the importance of preparing for the Numeracy Skills Test well in advance--even if you're a maths specialist--as the style of some of the questions could take you by surprise.  Malcolm explains that while your college may offer informal sessions and there are several books about preparing for the skills tests, the most useful support is on the TDA website itself--particularly the sample on-screen tests that you can work through at your own pace.","stream","[]","['Great Britain']","['Mathematics', 'Test-taking skills', 'Mathematical ability', 'Teachers', 'Educational tests and measurements']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321515/1004321515-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782188"
"asp1737771-ediv","","Anthony Browne","2010","16 min","[""Great children's writers"", 'Education in video']","Anthony Browne visits a Year 5 Class at Kentish Town C of E Primary School and talks about what inspires him to write and illustrate children's books. He answers questions such as Where do your ideas come from, how long does it take you to draw one picture and where do you illustrate/write your books? We visit Browne's studio where he reveals his inspiration and  working methods: from the initial dummy and drawings to final illustrations combined with the text. He explains how finding his father's old dressing gown one day sparked his memories of his father and inspiring him to use it in the book My Dad. He reads extracts from My Dad, Gorilla, Voices in the Park, The Tunnel, Changes and Willy the Wimp. The film allows teachers and pupils to explore Browne's witty world and its blend of surreal with the everyday. For Browne the visual or hidden clues in his illustrations are key to his books  -  images which tell us part of the story that the words don?t tell us.","stream","['Browne, Anthony']","['Great Britain']","[""Children's literature""]","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321513/1004321513-disc001-file001-frame00155-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737771"
"asp1737770-ediv","","Homophobic abuse","2010","9 min","['Dealing with violent and aggressive behaviour', 'Education in video']","Homophobic Abuse features a short dramatic reconstruction of an aggressive outburst from a student who verbally abuses another student using homophobic language. In this scenario, the teacher fails to control the situation and it escalates. What could the teacher have done differently? A panel featuring Senior Education Psychologist Tina Rae and working teachers go through the scenario, offering clear and straightforward advice on how teachers might handle challenging situations like this. The discussion focuses on calming body language, consistent challenging of abuse and an agreed script to use when challenging.","stream","[]","['Great Britain']","['Homophobia in schools', 'Classroom management', 'Students', 'aBullying in schools']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321512/1004321512-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737770"
"asp1737768-ediv","","A known aggressive student","2010","10 min","['Dealing with violent and aggressive behaviour']","Known Aggressive Student features a short dramatic reconstruction of an angry outburst from a student with identified anger management problems. In this scenario, the teacher manages the situation, preventing it from escalating and disrupting the class. What did the teacher do that was so effective in dealing with the aggressive behaviour?  A panel featuring Senior Education Psychologist Tina Rae and working teachers go through the scenario, offering clear and straightforward advice on how teachers might handle challenging situations like this. The discussion focuses on differentiating for behaviour.","stream","[]","[]","['Aggressiveness in children', 'Anger in children', 'Behavior modification', 'Classroom management', 'Behavior disorders in children', 'Students']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321510/1004321510-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737768"
"asp1737767-ediv","","Fight with implements","2010","10 min","['Dealing with violent and aggressive behaviour', 'Education in video']","Fight with Implements features a short dramatic reconstruction of two students fighting in a PE lesson with hockey sticks. In this scenario, the teacher takes firm, safe control of the situation, preventing it from escalating and disrupting the class. What did the teacher do that was so effective in dealing with the aggressive behaviour?  A panel featuring Senior Education Psychologist Tina Rae and working teachers go through the scenario, offering clear and straightforward advice on how teachers might handle challenging situations like this. The discussion focuses on physical intervention and Safe Handling.","stream","[]","[]","['Interpersonal conflict', 'Behavior modification', 'Classroom management', 'Conflict management', 'Students']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321509/1004321509-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737767"
"asp1737766-ediv","","Fight in the corridor","2010","9 min","['Dealing with violent and aggressive behaviour', 'Education in video']","Fight in the Corridor features a short dramatic reconstruction of two students fighting in a school corridor at break time. In this scenario, the teacher fails to take control of the situation and it escalates. What could the teacher have done differently? A panel featuring Senior Education Psychologist Tina Rae and working teachers go through the scenario, offering clear and straightforward advice on how teachers might handle challenging situations like this. The discussion focuses on quick and assertive action, use of  the audience  to get help, and physical intervention.","stream","[]","[]","['Interpersonal conflict', 'Behavior modification', 'Conflict management', 'School management and organization', 'Students']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321508/1004321508-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737766"
"asp1737765-ediv","","Angry outburst","2010","8 min","['Dealing with violent and aggressive behaviour', 'Education in video']","Angry Outburst features a short dramatic reconstruction of an angry outburst by a student at the beginning of a lesson. In this scenario, the teacher takes firm, calm control of the situation preventing it from escalating and disrupting the class. What did the teacher do that was so effective in dealing with the aggressive behaviour? A panel featuring Senior Educational Psychologist Tina Rae and working teachers go through the scenario, offering clear and straightforward advice on how teachers might handle challenging situations like this. The discussion focuses on relocating pupils, calming body language, and how best to deal with the situation once everything has calmed down.","stream","[]","[]","['Behavior disorders in children', 'Classroom management', 'Anger in children']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321507/1004321507-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737765"
"asp1737764-ediv","","Pushing and shoving","2010","10 min","['Dealing with violent and aggressive behaviour']","Pushing and Shoving features a short dramatic reconstruction of a pushing and shoving incident at the beginning of a lesson. In this scenario, the teacher fails to take control of the situation and it escalates into a shouting match and a major disruption of the lesson. What could the teacher have done differently? A panel featuring Senior Education Psychologist Tina Rae and working teachers go through the scenario, offering clear and straightforward advice on how teachers might handle challenging situations like this. The discussion focuses on managing your own composure, how to address both students equally and how and when it is safe to move in between the students to defuse a situation.","stream","[]","[]","['Interpersonal conflict', 'Behavior modification', 'Classroom management', 'Conflict management', 'Violence in children', 'Students']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321506/1004321506-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737764"
"asp1737763-ediv","","Focus on the lesson objectives","2010","21 min","['Education in video', 'Teaching and learning with Beadle']","Straight-talking teaching consultant Philip Beadle, puts English NQT and former TA Gemma Sharp through her paces as she teaches KS3 poetry at Kimberley School in Nottingham.Gemma is convinced her Year 9 fourth set have huge potential but is frustrated they are not more engaged. In this engrossing film, Beadle puts the spotlight on Gemma's teaching technique, with a strong emphasis on the key concepts - rhyme and half-rhyme - that Gemma is trying to convey. Beadle believes that every teacher needs to be clear from the outset about the specific purpose of each lesson, what they should expect students to have learnt at its conclusion and whether that learning has actually taken place. He tells Gemma that there should be no limit to a teacher's expectations.  You should think every kid I ever teach can understand every concept in the curriculum, and if they don't, it's my fault.  Armed with these thoughts she will continue to develop into an excellent teacher.","stream","[]","['Great Britain']","['Teachers', 'First year teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321505/1004321505-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737763"
"asp1737761-ediv","","Libby's little tigers revisited","2010","15 min","['Bayley on behaviour - establishing the ground rules']","Outstanding primary teacher Libby Pryce reveals top tips on how to give reception children the best start in reading and writing.John Bayley visits Pitt Street Infants School on the first day of term as the children learn rules and routines to prepare them for learning. Nine months later he returns to find highly independent learners and  remarkable progress in literacy. Libby places a great emphasis on reading by immersing the class in all forms of the written word. The children use high level language to identify phonics inspired by the National Strategies Letters and Sounds programme.  Differentiation is by task and staff support whilst encouraging every child to rise to a challenge without fear of failure. Remembering Libby's key rule for behaviour: We are always kind and help each other, the children peer assess each other's work, giving robust criticism and praise. And finally, Libby's alliance with parents has accelerated their learning.","stream","[]","['Great Britain']","['English language', 'Education, Preschool', 'Literacy', 'Reading (Preschool)', 'Students']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321503/1004321503-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737761"
"asp1737760-ediv","","Homophobia","2010","5 min","['Bullied']","Bullying affects almost every school. Homophobic language is commonplace in schools across Britain.Bullied is a series of assembly starters for secondary and primary students that features interviews with young people who have been bullied. In Bullied: Homophobia, a 17-year-old boy tells how upsetting homophobic bullying can be. Called names, stigmatised and isolated, he describes the effects that bullying has had on him. Now a member of the Essex Youth Scrutiny Committee, he reveals the results of a survey about the issue that most affects young people in South Essex.For teachers, this short film could prompt questions including:Have you heard homophobic language in school? Do you think it is hurtful to call someone gay? Do you think that homophobic bullying is different from other sorts of bullying?","stream","[]","['Great Britain']","['Homophobia in schools', 'Bullying in schools']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321502/1004321502-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737760"
"asp1737759-ediv","","Appearance","2010","5 min","['Bullied']","Bullying can affect children at any age, but the transition from primary to secondary school is a particularly delicate one. Bullied is a series of assembly starters for secondary and primary students that features interviews with young people who have been bullied. In Bullied: Appearance, a girl explains how an adventurous hairstyle that she had cut for the start of her new secondary school caused her to suffer terrible bullying at the hands of other pupils.For teachers, this short film could prompt questions including:Do you know anyone who is bullied because of the way that they look? This girl was confident and popular at her primary school, and was only bullied when she moved to secondary school. Does this happen a lot? Why are people bullied because of their appearance?","stream","[]","['Great Britain']","['Bullying in schools', 'Bullying']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321501/1004321501-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737759"
"asp1737758-ediv","","Disability","2010","5 min","['Bullied']","Bullying comes in many guises, but individuals are often singled out as a target for bullies because they are different. Bullied is a series of assembly starters for secondary and primary students that features interviews with young people who have been bullied. In this episode of Bullied: Disability, a 15-year old boy explains the effect that bullying had on him at primary school, how he suffered bullying about his disability and racism. We also find out how music helped him transform from a shy victim of bullying into a confident and sociable young man.For teachers, this short film could prompt questions including:How can jealousy change friendships? How would a person's disability affect the way you talked to them? Would someone in your class be treated differently if they were disabled?","stream","[]","['Great Britain']","['Bullying in schools', 'Students with disabilities']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321500/1004321500-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737758"
"asp1737757-ediv","","Violence","2010","5 min","['Bullied']","Not every school will have experience of violent bullying, but this shocking account by a 15-year-old boy demonstrates how far bullying can go if left unchecked. Bullied is a series of assembly starters for secondary and primary students that features interviews with young people who have been bullied. In Bullied: Violence, a year 10 boy tells how he suffered appaling long-term violent bullying that became a normal part of his school day. Shot and stabbed at school, this is sadly not an isolated incidence of violent bullying. This boy's account shows the extremes of violence that some children suffer at the hands of bullies, and the effect that it has on the victim. For teachers, this short film could prompt questions including:The effects of bullying on this boy included rage. Was he justified? Is fighting back against bullies a good idea? He mentions groups forming for protection at school. Is this something you recognise?","stream","[]","['Great Britain']","['Bullying in schools', 'School violence']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321499/1004321499-disc001-file001-frame00145-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737757"
"asp1737756-ediv","","Name-calling","2010","4 min","['Bullied']","Bullying is a problem that affects almost every school. Name-calling can be a particularly hurtful form of bullying that can lead to depression and loneliness.Bullied is a series of assembly starters for secondary and primary students that features interviews with young people who have been bullied. In Bullied: Name-calling, one 14-year-old describes the emotionally exhausting experience of being continuously called names and ignored by his peers, which started at his primary school.For teachers, this short film could prompt questions including: How can excluding someone from a game be bullying? Imagine that you were ignored like this--what would you do? Why is it so hurtful to be called names? What would you do if your friends were calling someone names?","stream","[]","['Great Britain']","['Bullying in schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321498/1004321498-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737756"
"asp1737754-ediv","","Verbal and physical","2010","4 min","['Bullied']","Bullying is an issue that affects almost every school. Bullying, whether by groups or an individual school bully, can be one of the hardest things for a pupil to cope with at school. Bullied is a series of assembly starters for secondary and primary students that features interviews with young people who have been bullied. In Bullied: Verbal and Physical, a 12-year-old talks about what being bullied meant to him, and how he learned to overcome the bully at his school. For teachers, this short film could prompt questions to pupils including:When would you know that playground games are becoming bullying? How could bullying start? What would you do if you thought one person in your class was being bullied?","stream","[]","['Great Britain']","['Bullying in schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321496/1004321496-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737754"
"asp1737753-ediv","","Cyber-bullying","2010","5 min","['Bullied']","Bullying affects almost every school, but it no longer stops at the school gates. Cyber-bullying is a particularly pernicious new form of bullying that takes place over the internet, by email and in text messages. Bullied is a series of assembly starters for secondary and primary students that features interviews with young people who have been bullied. In Bullied: Cyber-bullying, a 14 year-old girl describes how a few nasty text messages rapidly became something much worse for her, causing her to suffer severe depression and attempt suicide.For teachers, this short film could prompt questions including: Have you ever known anyone who has been cyber-bullied? What does cyber-bullying mean to you? How would you help prevent or stop bullying by text message, or on instant messaging or internet sites?.","stream","[]","[]","['Cyberbullying']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321495/1004321495-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737753"
"asp1737749-ediv","","KS3 Britain's Black history. The obelisk","2010","17 min","['Lesson starters']","Historian Tony Warner shows how you can discover where to find Black History in your town or city. Here Tony uncovers the African influence in a typical city square. It's something you ll find in many English squares, cemeteries and memorials; it's got spiritual significance; and it's an ancient African design. You can find imitation obelisks like this one all around Britain, most often in key locations. The original obelisks date back thousands of years to Africa where they were placed outside temples, probably as symbols of rebirth; so it's interesting that they now commonly appear in cemeteries and in particular at war memorials. Can you find an obelisk near you? Why is it there?","stream","[]","['Great Britain']","['Blacks']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321491/1004321491-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737749"
"asp99239579000971","","Lesson starters. KS3 Britain's black history","","5 minutes","['Lesson starters']","Historian Tony Warner shows how you can discover where to find Black History in your town or city. Just like today, back in the 1700's the busiest trading areas of most British cities also had a high proportion of coffee houses; but the growth and popularity of coffee coincided with one of the darkest episodes in Britain's history. Around the financial or market area of any town or city you might still find evidence of these early coffee houses. With the growth in popularity of the coffee houses, there also came a demand for sugar and tobacco; and the British economic power base came to rely on triangular trade. Docklands, rivers or canals are often rich hunting grounds for evidence of  trading connections with Africa and the Caribbean. In your local area are there any African or Caribbean place names?","stream","[]","['Great Britain']","['Slave trade', 'Blacks', 'Coffeehouses']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321493/1004321493-disc001-file001-frame00080-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782166"
"asp99239579900971","","Lesson starters. KS3 Britain's black history","","5 minutes","['Lesson starters']","Historian Tony Warner shows how you can discover where to find Black History in your town or city. Most of Britain's towns and cities have a trading or financial area and it's in these areas that you'll often find rich evidence of Black History. Here Tony visits the Bank of England and handles a real solid gold bar. But Where did this gold come from? Some of Britain's earliest trading power came from a wealth of gold extracted from Africa. One of the first British mass-produced gold coins takes its name from the region of West Africa from which much of the gold used to make the coin originated.","stream","[]","['Great Britain']","['Blacks', 'Gold']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321492/1004321492-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782165"
"asp1737745-ediv","","Secondary PSHE. Violence and abuse: knives","2010","29 min","['Lesson starters']","This short programme for use in secondary PSHE lessons looks at a survivor of knife crime, and is intended to stimulate discussion in your classroom. Familiarise yourself with the content before showing your class. Tesfa, age 17, is from South London and describes the circumstances that have led him to be stabbed on more than one occasion. He also explains what it feels like. Tesfa believes that if he had managed to stay in school it would have helped him to stay out of trouble. What does your class think?","stream","[]","['Great Britain']","['Gangs', 'Teenagers', 'Anger in adolescence']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321487/1004321487-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737745"
"asp99239580700971","","Lesson starters. Secondary PSHE","","8 minutes","['Lesson starters']","This short programme for use in secondary PSHE lessons is a frank interview with a teenage boy about his anger issues. Intended to promote debate in your classroom. Familiarise yourself with the content before showing your class.    Myles was permanently excluded from his school for fighting at 14. He has just taken his GCSEs at a PRU in Brent. Anger nearly prevented him from finishing his education; what lessons has he learned? What lessons can your class learn from him?","stream","[]","['Great Britain']","['Teenagers', 'Anger in adolescence', 'Social sciences']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321489/1004321489-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782162"
"asp99239581200971","","Lesson starters. Secondary PSHE","","10 minutes","['Lesson starters']","This short programme for use in secondary PSHE lessons reveals the opinions of a group including students, a headteacher and a police officer about gang culture. It is intended to stimulate discussion in your classroom. Familiarise yourself with the content before showing your class.  What is a gang, and why do teens join gangs? What do gangs do, and why? Thought provoking responses, opinions and facts start a difficult discussion. What does your class think? Has your class had experiences with gangs in their local area?","stream","[]","['Great Britain']","['Gangs', 'Teenagers', 'Social sciences']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321488/1004321488-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782161"
"asp99239581800971","","Good practice. Guided reading","","7 minutes","['Good practice']","At Princess May Primary in Hackney most pupils have English as an additional language and many also have additional Special Educational needs. As a result some pupils are still struggling with their reading in Class 6. Learning Support Teacher Jo Goodwin groups children according to ability rather than age and uses extensively props, such as horses or dragons, for her SEN guided readers. For such children she advocates additional orientation to help the child navigate the story by prior discussion of the title, blurb and picture on the cover. She also encourages children to articulate what they already know about a topic and to predict what is likely to happen next in the book.  For the guided reading session we are following she chooses a book about travelling between the two poles.","stream","[]","['Great Britain']","['Guided reading', 'Special education', 'Reading', 'Reading (Early childhood)']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321486/1004321486-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782159"
"asp99239582500971","","Good practice. Guided reading","","8 minutes","['Good practice']","We explore two very different KS2 Guided Reading Groups: Princess May Primary in East London, an inner city school whose pupils have English as an additional Language and Gade Valley School, Herts, which has a more homogenous rural intake. Both sets require creative and energetic teaching to help their children reach their full potential in reading. The techniques employed to capture pupils' interest are relevant to KS1 and KS2 readers of all ability ranges.  Princess May Primary Headteacher Stephen Spooner is fortunate in having a Spanish Year 5 teacher, Giovanna Ionta, leading the guided reading with a mainly Spanish-speaking group, some of whom still struggle with complex English words. At Gade Valley School we follow the progress of a mixed average and below average group of Class 4 readers. The guided reading session is based on the non fiction topic of friction. Adding guided reading to the school's APP has significantly lifted standards in reading throughout the school.","stream","[]","['Great Britain']","['English language', 'Guided reading', 'Reading', 'Reading (Early childhood)']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321485/1004321485-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782158"
"asp1737742-ediv","","Guided reading","2010","21 min","['Good practice', 'Education in video']","These lively innovative Guided Reading sessions involve revisiting two well-loved texts.At Gade Valley Primary, Herts, reception teacher Jenny Berry begins by encouraging the children to look at the book cover. She then reads a lively story about a frog who meets a wide range of animals. The children are helped to sequence this familiar story, joining in at key points using speech bubble prompts and relevant puppets. These puppets are then placed around the school garden and pupils are expected to retell the story sequentially at each puppet station. At Princess May School in Hackney Class 2 teacher Joy George is re-introducing her guided reading group to Little Red Riding Hood. Having focused on the plot sequencing, she moves the children onto matching physical attributes to the right story characters. They then look at punctuation and the decoding tricky words. Finally Joy gives a tip about the ideal size of a guided reading group.","stream","[]","['Great Britain']","['Special education', 'Reading (Early childhood)', 'English language', 'Reading', 'Guided reading']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321486/1004321486-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737744"
"asp1737739-ediv","","Talk to write","2010","22 min","['Good practice']","A mixed Year 5 class from Pegasus School in East Oxford and partner school, local top prep school The Dragon, listen to a story. Paired-up pupils then draw story maps of key points in the narrative. We then follow some pupils outside where they step through their stories, using their bodies as well as their verbal skills to recall and relate the story. This process helps them remember and regurgitate the plot lines of the story, allowing them finally to write their own version of the tale.Pegasus's Headteacher Gill Hudson explains the critical importance of Talk To Write and its positive impact on written attainment throughout the school. Talk advisor to the National Literacy Trust Judy Clark adds ideas on how to use charity shop objects to help children write creatively. Professor of Education Rhona Stainthorp from Reading University adds a caveat: teachers must not expect too much too soon and must allow a child sufficient time to write a story.","stream","[]","['Great Britain']","['Storytelling', 'Creative writing', 'Storytelling in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321481/1004321481-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737739"
"asp99239583400971","","Good practice. Talk to write. 2","","9 minutes","['Good practice']","Recently the Oxford Storytelling Museum has devised story telling hopscotch for Pegasus Primary, set in a highly deprived part of Oxford. 7 different fairy tales have been stencilled sequentially onto flagstones. Pupils are now encouraged to step onto the squares and relate the relevant part of the fairy tale. Headteacher Gill Hudson believes not only is it hugely popular but it has helped to significantly raise standards in creative writing.   Both Class 4 and Class 2 step through key parts of well known fairy stories as part of the school's commitment to the Talk to Write initiative launched in 2008. Judy Clark, the Talk advisor from the National Literacy Trust, explains the importance of talking prior to writing and provides some tips on effective ways of raising pupil attainment in writing at primary level.  Following Class 2 storytelling hopscotch, we see teacher Nannette Stormont encouraging her pupils to write, in pairs, their own version of a favourite fairy tale.","stream","[]","['Great Britain']","['Storytelling', 'Creative writing', 'Storytelling in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321482/1004321482-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782155"
"asp1737738-ediv","","Equations","2010","31 min","['Education in video', ""Jonny Heeley's masterclass""]","This maths masterclass explores practical ways of teaching the principles of solving linear and quadratic equations in a series of practical examples of everyday problems.  The programme takes pupils from linear equations with basic variables terms to work out the price of a bar of chocolate to quadratic equations working out the dimension of a flowerbed when you know the area.  The objective is to enthuse teachers and teach students using situations that are easy and practical to set up in a school classroom.  Jonny Heeley's talent lies in empowering the students and encouraging them to express their thoughts and ideas out loud as they work together towards an understanding of the maths.","stream","[]","['Great Britain']","['Mathematics']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321480/1004321480-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737738"
"asp1737737-ediv","","Averaging continuous data","2010","23 min","['Education in video', ""Jonny Heeley's masterclass""]","This maths masterclass explores practical ways of looking at continuous data averages using the very practical example of what size gloves a glove company should make.To gets to grips with continuous data such as hand sizes rather than discreet data such as the number of sweets in a jar, award-winning teacher Jonny Heeley and a group of 20 13-year-old students demonstrate the use and usefulness of calls intervals and cumulative frequency graphs. The objective is to enthuse teachers and teach students using situations that are easy and practical to set up in a school classroom.Jonny Heeley's talent lies in empowering the students and encouraging them to express their thoughts and ideas out loud as they work together towards an understanding of the maths.","stream","[]","[]","['Mathematics']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321479/1004321479-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737737"
"asp1737736-ediv","","Averages","2010","29 min","['Education in video', ""Jonny Heeley's masterclass""]","This maths masterclass explores practical ways of teaching averages in a series of practical examples of everyday problems. The programme shows how the mean, median, mode and range of a set of numbers can be both helpful and misleading in understanding sets of data. The objective is to enthuse teachers and teach students using situations that are easy and practical to set up in a school classroom. Jonny Heeley's talent lies in empowering the students and encouraging them to express their thoughts and ideas out loud as they work together towards an understanding of the maths.","stream","[]","[]","['Mathematics']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321478/1004321478-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737736"
"asp99239583800971","","Great lesson ideas. GCSE maths","","6 minutes","['Great lesson ideas']","Carousel was created by Keith Walker at Hailsham Community College to enable his students to review their understanding of a recent topic of work.   For this lesson the class is set up with 5 tables; on each sits a different challenge. The students work in groups of 4 or 6, trying to solve the problem before moving on to the next table. As they work they share ideas with the others on their table, as well as leaving hints for the groups that are to follow them.  In this lesson Keith focuses on various aspects of algebra using matching cards containing different formulae, word statements and diagrams.  All resources required to run this lesson are attached, including a lesson plan, power point, flip chart file and copies of the matching cards.","stream","[]","['Great Britain']","['Algebra']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321477/1004321477-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782150"
"asp99239585000971","","Great lesson ideas. GCSE maths","","8 minutes","['Great lesson ideas']","The Jetsetters is a resource-rich maths project, created at William Parker Sports College by maths teacher Jamie MacDonald. The project runs over 5 lessons and enables pupils to apply their mathematical knowledge to a very practical problem: planning a trip to a foreign country.   Aimed predominately at C/D borderline students, this project looks at areas such as time zones, currency exchange, weather patterns, demographics and scheduling, and encourages the students to create a holiday package to sell to their fellow students.  All resources required to run this lesson are attached, including lesson plans, assessment grids, city reference brochures and world maps.","stream","[]","['Great Britain']","['Mathematics']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321476/1004321476-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782149"
"asp1737733-ediv","","GCSE maths","2010","17 min","['Education in video', 'Great lesson ideas']","Team Challenge was created by Gary Morris, AST Maths teacher at William Parker Sport College, Hasting. It is a revision lesson that is used as a means of assessing students  understanding of a recently completed module of work. The lesson is extremely popular and plays to the students  competitive nature. It works particularly well with C/D borderline students, having had a dramatic effect on the results the students get.Team Challenge is a format that can be applied to many different mathematical topics, but in this featured lesson Gary is using it to assess his students  understanding in statistics.All resources required to run this lesson are attached, including a lesson plan, excel score sheet and the statistical question and answer sheets.","stream","[]","['Great Britain']","['Mathematics']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321477/1004321477-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737735"
"asp99239585600971","","Great lesson ideas. GCSE English","","6 minutes","['Great lesson ideas']","This lesson, created by Caroline Mortlock at Bexhill High School, helps students connect with Robert Browning's poem, My Last Duchess.  Caroline realised the language and structure of this 19th century poem created a barrier to her students' understanding, so created a modern version of the poem to introduce to them first.  While reading her version to the students, she gets them to give a voice to the Duchess; and not until they have a feel for what has been going on between the Duke and his Duchess does she introduce them to the original poem.  All resources required to run this lesson are attached, including a lesson plan, mind map, original and modern language version of the poem.","stream","[]","['Great Britain']","['English language', 'Poetry']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321474/1004321474-disc001-file001-frame00020-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782147"
"asp99239586200971","","Great lesson ideas. GCSE English","","6 minutes","['Great lesson ideas']","This lesson, created by Rosie Pannett, Lead Practitioner in English at Peacehaven Community College, helps students realise there are many different ways to interpret a poem.   In the featured lesson, Rosie uses ""Storm in the Black Forest"" by D. H. Lawrence, which on the surface has a very obvious interpretation. But by getting her students to draw what they feel as they hear her read the poem, opens them up to deeper interpretations.  A lesson plan is attached to this programme.","stream","[]","['Great Britain']","['English language', 'Poetry']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321473/1004321473-disc001-file001-frame00110-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782146"
"asp1737730-ediv","","GCSE English","2010","15 min","['Education in video', 'Great lesson ideas']","This lesson created by Natasha Nicol, Head of English at Peacehaven Community College, helps students build their confidence in writing an extended piece of work. In the featured lesson, the students are writing a review of the film The Others, but the lesson format can be used for any extended writing piece. The lesson starts with paired work, getting the students to develop their vocabulary in a synonym competition. It's then into the main part of the lesson where the class is broken down into groups, each with the responsibility of writing one part of the review.Finally one member of each group reads their paragraph back to the class. All resources required to run this lesson are attached, including a lesson plan, instructions for writing a film review, shared review writing forms and some film review snippets  of the film to get the students started.","stream","[]","['Great Britain']","['English language', 'Poetry', 'Literature']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321474/1004321474-disc001-file001-frame00020-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737732"
"asp1737721-ediv","","KS2 MFL. Birthday presents","2010","53 min","['Great lesson ideas']","Using a birthday party game of pass-the-parcel in a KS2 modern languages lesson helps Year 3 pupils build their vocabulary and discover a fun way to learn French.","stream","[]","['Great Britain']","['French language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321463/1004321463-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737721"
"asp99239587400971","","Great lesson ideas. KS2 MFL","","7 minutes","['Great lesson ideas']","Nowadays football is popular with boys and girls alike, so why not combine learning key French vocabulary with soccer-based activities?  Jane Howard, Primary French teacher at Coldean Primary School, uses a variety of football games and activities to help year 6 pupils learn new vocabulary as well as reinforce familiar words and phrases.  Jane even ropes in coaches from the local professional club to conduct training sessions in French.","stream","[]","[]","['Soccer', 'French language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321470/1004321470-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782143"
"asp99239587900971","","Great lesson ideas. KS2 MFL","","7 minutes","['Great lesson ideas']","A Great Lesson Idea for teaching your KS2 MFL class greetings using speaking and listening in games.  In this programme Modern Foreign Languages Consultant Sarah Hall shows year 5 teacher Claire Roberts how to teach vocabulary - in this instance colours - using a variety of speaking and listening games.  The games include: ""chain gang"", where children move round the classroom saying a colour and link arms with other children saying the same colour; fly swat - a team game using fly swats; and a couple of writing games where pupils try to guess what is written on their hand or back.","stream","[]","[]","['French language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321469/1004321469-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782142"
"asp99239588300971","","Great lesson ideas. KS2 MFL","","7 minutes","['Great lesson ideas']","Watch a primary teacher using fun speaking and listening games to teach Year 5 pupils French greetings in this MFL pedagogical resource.","stream","[]","[]","['French language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321468/1004321468-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782141"
"asp99239589000971","","Great lesson ideas. KS2 MFL","","7 minutes","['Great lesson ideas']","This Great Lesson Idea is ideal to help teach MFL to a KS2 class.  In this programme teacher Fanel Belkebir uses a song and a selection of national flags to teach her class masculine, feminine and plural words.  She gives each children a flag from one of five countries, which are also colour-coded male or female. As the children sing the song, they have to hold up the correct flag to coincide with the lyrics.  Not only are the children learning French, but they are also learning to recognise national flags.","stream","[]","[]","['National songs', 'French language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321467/1004321467-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782140"
"asp99239589700971","","Great lesson ideas. KS2 MFL","","7 minutes","['Great lesson ideas']","A fun, interactive Key Stage 2 MFL lesson idea for learning French weather vocabulary with a Year 4 class.","stream","[]","[]","['Weather', 'French language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321466/1004321466-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782139"
"asp99239590400971","","Great lesson ideas. KS2 MFL","","7 minutes","['Great lesson ideas']","A Year 4 teacher helps her pupils develop their French modern language skills through an engaging lesson where the Key Stage 2 pupils make chocolate cakes.","stream","[]","[]","['French language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321465/1004321465-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782138"
"asp99239591200971","","Great lesson ideas. KS2 MFL","","7 minutes","['Great lesson ideas']","See how a Year 3 teachers uses a familiar children's story to help her pupils improve their French modern language literacy skills in an innovative lesson idea for Key Stage 2.","stream","[]","[]","['French language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321464/1004321464-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782137"
"asp1737720-ediv","","KS3 English and Black history. Reading 'Roll of thunder'","2010","17 min","['Great lesson ideas']","In this lesson, students examine the links between slavery and civil rights through the story of a young Black girl Cassie, growing up in Mississippi in the 1930 s. By examining the language and social context of Mildred D. Taylor's book  Roll of Thunder Hear My Cry , teacher Tracey Marquis encourages the students to enter the world of the young characters in the book. Students read aloud using an authentic southern accent and begin to get to grips with the moral dilemmas that face both the Black and the White characters and investigate what segregated life was like in America in the decades leading up to the civil rights movement.","stream","[]","['Great Britain']","['History', 'Literature', 'Blacks', 'English language', 'Asians']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321460/1004321460-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737718"
"asp99239592100971","","Great lesson ideas. KS3 English and black history","","6 minutes","['Great lesson ideas']","In this lesson, students examine segregation in 1930's America by role-playing characters from Mildred D. Taylor's book 'Roll of Thunder Hear My Cry'. The book charts the life of a young Black girl, Cassie, growing up in Mississippi in the 1930's. By examining the language and social context of Mildred D. Taylor's book 'Roll of Thunder Hear My Cry', teacher Tracey Marquis encourages the students to enter the world of the young characters in the book. Students pick a character and track them through the story, gathering evidence about them and their behaviour. They then invent scenarios for their characters and imagine how they would resolve the conflicts and moral dilemmas that might face--both the Black and the White characters living through segregation in America during the 1930's.","stream","[]","['Great Britain']","['English language', 'History', 'Blacks', 'Literature']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321461/1004321461-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782134"
"asp99239592800971","","Great lesson ideas. 'Roll of thunder'. KS3 English and black history","","7 minutes","['Great lesson ideas']","In this lesson, students examine the links between slavery and civil rights through the story of a young Black girl Cassie, growing up in Mississippi in the 1930's. By examining the language and social context of Mildred D. Taylor's book 'Roll of Thunder Hear My Cry', teacher Tracey Marquis encourages the students to enter the world of the young characters in the book. Students read aloud using an authentic southern accent and begin to get to grips with the moral dilemmas that face both the Black and the White characters and investigate what segregated life was like in America in the decades leading up to the civil rights movement.","stream","[]","['Great Britain']","['English language', 'History', 'Blacks', 'Literature']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321460/1004321460-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782133"
"asp1737712-ediv","","Primary music. Sing a song","2010","26 min","['Great lesson ideas']","The children start with a physical warm-up, moving their shoulders and heads to relieve some of the stiffness left over from the first lesson of the day.Sitting properly, the children launch into a song they are familiar with in order to stretch their vocal cords and build their confidence for the task ahead.Teachers Alice and Jess lead the activity together and keep the pace moving to fully engage the children. They work as a team which helps with behavioural issues, and encourage other members of staff to join in.Jess plays the piano whilst Alice uses her hands to indicate to the children where their voices should be in terms of pitch and rhythm and they quickly get through the new song.Both teachers enthusiasm rubs off on the children and they leave the assembly hall singing the brand new song.","stream","[]","['Great Britain']","['Music']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321454/1004321454-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737712"
"asp99239593500971","","Great lesson ideas. Primary music","","8 minutes","['Great lesson ideas']","Teacher Alice Vickers from Waycroft Primary School in Bristol takes a focused approach to learning music. The simplicity and repetition in the song allows the children to quickly build up a sense of achievement. Using 'tea, coffee, soup', Year 3 work out the rhythm patterns of the song.  As a whole class activity, the children go through the whole song noting down the rhythm patterns. Alice then gives the children chime bars to assist them in working out the pitch of the song. Chime bars are easier to use than glockenspiels because you can pull out only those notes which needed for the activity.  In pairs the children work out the tune on pre-printed rhythm sheets. Finally the children perform the call and response song, singing and using the chime bars at the same time.","stream","[]","['Great Britain']","['Fanfares', 'Music']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321458/1004321458-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782131"
"asp1737714-ediv","","Primary art. Through the hedge","2010","13 min","['Great lesson ideas']","Lisa Craig from Waycroft Primary in Bristol demonstrates a Key Stage 2 art lesson called Through the Hedge . The aim of the lesson is to focus the children's attention on the outdoor natural, environment and to combine their observations with their key art skills as well as creating a piece of art the children can be really proud of. The class look at existing landscape artists work and at previous work by students in this topic. Using cardboard viewfinders and digital cameras, the children then leave the classroom to sketch and record details of a hedge. Back indoors the children enlarge their sketches and create a painting using good quality cartridge paper and fine-tipped paint brushes. At the end of the lesson the children have a chance to admire and critique each other's work and look at areas to improve for the future.","stream","[]","['Great Britain']","['Art']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321456/1004321456-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737714"
"asp99239594100971","","Great lesson ideas. Primary music","","7 minutes","['Great lesson ideas']","First, teacher Jessica Foster demonstrates on the piano what a fanfare sounds like and the pupils discuss what a fanfare would be used for.  The pupils are given a very tight structure from which to work from in order to keep the composing very simple and therefore achievable in one lesson.  By only allowing three notes and four bars of music the pupils remain focused on the task. In pairs or small groups the children take their recorders and compose a Tudor fanfare.  At the end of the lesson the pupils perform their fanfares in front of the whole class. The class discuss whether they achieved what they intended and what they would do if they weren't limited by just the recorder and only 15 minutes to compose the whole tune.","stream","[]","['Great Britain']","['Music']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321455/1004321455-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782128"
"asp1737709-ediv","","KS1 art. Indian block printing","2010","18 min","['Great lesson ideas']","In this programme Rita Gupta leads a session on Indian block printing with pupils at Easton Primary School in Bristol. Throughout the programme she explains to viewers how to carry out each stage of the session so that viewers can run the same lesson with their pupils.Rita begins by showing pupils examples of traditional carved wood blocks. She shows them the kind of prints that can be produced, and shows examples of prints that have used too much, or too little, paint.The pupils are each given polystyrene blocks that they will use as the basis for their prints. After drawing out a design on the surface of the block, they then use a pen or pencil to punch into the polystyrene following the lines of their design.When the pupils apply paint to the surface of their blocks, the depressed lines will not carry any of the paint. This is how the print is made when they turn the block over and press it on to paper.","stream","[]","['Great Britain']","['Art']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321451/1004321451-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737709"
"asp99239595300971","","Great lesson ideas. KS1 art","","7 minutes","['Great lesson ideas']","In this programme Zoe Carter-Beedie leads a KS1 art lesson, making 3D peacock masks with pupils at Fonthill Primary School in Bristol. During the programme she explains each stage of the process so that viewers can carry out the same lesson with their own pupils.  Zoe begins by getting the pupils to look at pictures of peacocks and discuss the colours and designs of their feathers. She demonstrates how to draw a peacock face on their mask templates, providing the pupils with a guide picture to work from.   Once the pupils have drawn out the faces, Zoe demonstrates how to paint on the colours and the details of the face. She provides a limited palate to get the pupils to concentrate on using a limited number of colours.   When the masks are dry, it's a simple matter for Zoe to fold the mask. One staple holds the mask in shape, transforming it into a 3D mask.","stream","[]","['Great Britain']","['Art']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321452/1004321452-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782125"
"asp1737708-ediv","","For secondary heads and governors","2010","6 min","['Safeguarding', 'Education in video']","According to Jan Palmer Sayer, headteacher at Hertswood Arts Specialist College, the two most important relationships a headteacher can have is with their school improvement partner and their chair of governors.So when, as a new headteacher, she joined the college 5 years after its very unpopular creation, she had her work cut out to improve standards, develop the arts specialism and continue to engage the community.Jan knew what to do in order to improve the curriculum, as well as how to develop the art department. What she did not know was the community and history of the school, so that is where the school improvement partner and chair of governors supported her the most.Then, three years ago when the head of art left and results in that area plummeted, Jan, her SIP and the chair of governors came up with a unique solution to solving their staffing issues.","stream","['School Improvement Partner (Programme)']","['Great Britain']","['School board presidents', 'School principals', 'School board members']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321450/1004321450-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737708"
"asp1737707-ediv","","For primary heads and governors","2010","5 min","['Safeguarding', 'Education in video']","Tracey Ali, headteacher at Arentt Hills JMI, truly appreciates the relationship she has with her school improvement partner--a relationship that is helping her move the school from good towards outstanding.Her SIP Martin Managan is also the headteacher of an outstanding school, so Tracy knows the advice and support he gives her is based on a solid track record of success.This video shows what is required in order to build a solid, supportive relationship between head and SIP to enable a school to improve.","stream","['School Improvement Partner (Programme)']","['Great Britain']","['School principals']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321449/1004321449-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737707"
"asp1737706-ediv","","AfL in special schools. A case study","2010","14 min","[]","St. Christopher's in Wrexham is one of the largest special schools in Wales. They have a wide range of children requiring support with learning and behavioural difficulties. Award winning Headteacher Maxine Pittaway and her team have developed practical enterprise education schemes that work alongside the mainstream academic curriculum, enabling students real opportunities for self-assessment, peer mentoring and independent learning. The students and teachers are successfully running sustainable social enterprises from within the school premises--including a hairdressing salon, café and car valeting service--where students can gain confidence, practical social skills, and feed their experiences back into the classroom and their everyday learning. Maxine and her team have found that these opportunities for independent learning fit well into the Assessment for Learning model that they ve embedded throughout the school.","stream","[]","['Wales', 'Great Britain']","['Social entrepreneurship', 'Special education', 'Educational tests and measurements']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321448/1004321448-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737706"
"asp1737705-ediv","","Secondary humanities. Colonial history","2010","6 min","['Lesson planning']","AST Dr. Robin Whitburn at St Mary's School in Hendon plans a lesson about British relations with her colonial subjects for his post GCSE study group. Both he and Sara Bubb, Senior Lecturer at the Institute of Education, are great believers in the importance of identifying a key question. In this lesson the key question is about British and African expectations of each other and how were they expressed in illustrations. He starts with a lively opener about which World Cup African qualifiers are former colonies of which European power. He allows for differentiation with standard, super and super upgrade categories of complexity. He then moves on to looking at historical illustrations and ask his students to decode the relationship displayed therein. He completes his plan with a plenary on the expectations the Africans had about themselves. His advice to other teachers is not to stay awake at night worrying about planning the next day's lesson.","stream","[]","['Great Britain']","['Lesson planning', 'Humanities']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321447/1004321447-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737705"
"asp1737704-ediv","","Secondary maths. Thinking skills","2010","5 min","['Lesson planning']","At The Greycoat Hospital School in London, AST Seema Solani is plans a 5-part complex lesson to challenge her top set Year 9's thinking skills. She first tries to challenge them to find different forms of maths involved in the simple triangle. She then discovers that one of her pupils is confused by what exactly a segment is; so she decides to depart from her plan and sort out an area of confusion before returning to the teaching of higher mathematical thinking skills to her top set, who have already sat GCSE maths at the end of their Year 9. At Warden Park School in Sussex AST Chrissie Hamilton has planned a quadratics race, involving the solving of six quadratic equations before plotting the values on a graph. All maths planning is done electronically and her colleagues are expected to deliver lessons devised and planned by a colleague. To help them, the plans have teachers prompts and even the answers which are not opening displayed on the plan but are only a click away.","stream","[]","['Great Britain']","['Mathematics', 'Critical thinking', 'Lesson planning', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321446/1004321446-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737704"
"asp1737703-ediv","","Secondary science. Reactive elements","2010","4 min","['Lesson planning']","At Warden Park School in Sussex Assistant Head Nigel Regan plans an exciting lesson based on exploring the reactive properties of sodium and potassium. His planning has to take into account a risk assessment as he is working with open flames and reactive metals which fizz when introduced to water. He has to be aware of how and when he will be moving his pupils around the class. For his starter he recaps on the knowledge the students can recall about the periodic table, before moving onto to conducting the experiments to compare and contrast the reactions of sodium and potassium. In his plenary he asks his pupils to consider the reasons why sodium is less reactive than potassium and the connection that this might have with the position of their respective electrons. After the lesson he considers how its delivery might be improved and gives a tip for other teachers to follow when planning their science lessons.","stream","[]","['Great Britain']","['Science', 'Lesson planning', 'Chemistry']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321445/1004321445-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737703"
"asp1737702-ediv","","Secondary English. Decoding and writing reviews","2010","6 min","['Lesson planning']","English Teacher Claire Leech at Warden Park School in Sussex has a lively class with a disproportionate number of boys so she plans to capture their interest by asking them to review the way commentators have covered the English team's performance in the World Cup. Some of her pupils are given broadsheets to study while others decode tabloid coverage. The emphasis is on spotting and decoding clique, style and bias. At Westminster City School in Victoria, English teacher Leon Hady class of Year 8 boys are also decoding reviews. They start by learning a new reviewing word - in this case, enthralling . In the main part of the lesson they study an entertaining Guardian review of the Hulk written as if it had been composed by the film's leading character and are then asked to write their own review. In the Plenary Leon plans a longer writing task based on reviewing a short French animation.","stream","[]","['Great Britain']","['English language', 'Lesson planning']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321444/1004321444-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737702"
"asp1737701-ediv","","Primary science. Working with resources","2010","5 min","['Lesson planning']","In Year 5 at Lent Rise School Kirsten Paveley has planned a science lesson about the muffling properties of certain materials. Her class will be working largely in pairs to explore the sound proofing qualities of different materials that she has prepared earlier. She talks through the week's planning with her headteacher Brenda Bigland and her co-year teacher Tamsin Hindley. After Kirsten delivered her lesson she felt that she should have encouraged her class to think more laterally about other materials and not rely on the selection she had provided but she felt, overall, it went well. Her colleague Tamsin Hindley has planned a very lively lesson about the interpretation of gestures and how they mean different things in different countries. Her class is encouraged to illustrate these ways of communicating using digital cameras, MP3 players and other technological gizmos, with the intention of sending the resulting work to their twinned school in Romania.","stream","[]","['Great Britain']","['Science', 'Lesson planning']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321443/1004321443-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737701"
"asp1737700-ediv","","Primary maths. Odds and evens","2010","5 min","['Lesson planning']","At Lent Rise Combined School Deputy Headteacher Jill Watson has planned a lively Early Years lesson on Odds and Evens. The starter recaps on the patterns of odds and evens with children identifying odd numbers up to 20. The main activity is creating odd and even numbered petals on a sunflower and the plenary involves children being given numbers and standing up or sitting down depending on whether they are an odd or even digit. Jill was pleased with her lesson but felt that there was no enough physical activity in her starter; and Sara Bubb, senior lecturer at the IOE, reminds teachers that they often take more time than planned on any one activity and that a long time spent sitting on a carpet can be wearisome.","stream","[]","['Great Britain']","['Mathematics', 'Lesson planning']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321442/1004321442-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737700"
"asp1737699-ediv","","Primary literacy. Planning different activities","2010","5 min","['Lesson planning']","Lent Rise Combined School has a two form entry and the two Early Year teachers plan collaboratively, reporting back to each other & allowing the plan to be improved after its first delivery. Katie Penny has planned a lively story for the starter: mixed activities including puppets, speech bubbles and matching words for the main and a recap about the children's ideas for further literacy lessons for her plenary. She plans for choice within the lesson by giving the pupils options but still ensuring that the most popular activities don't get swamped by too many of them doing the same thing at the same time. Her tip for early years planning is to take one's cues from the class and to be flexible in one's approach.","stream","[]","['Great Britain']","['Literacy', 'Lesson planning']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321441/1004321441-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737699"
"asp1737698-ediv","","New powers to discipline","2010","16 min","['Need to know']","During the 2010 election, the Conservatives seemed to touch a popular chord when they called for a crackdown on discipline in schools. Then the coalition government promised to give teachers extra powers to ensure good behaviour in the classroom. But what new powers are needed? And where does the balance lie between the rights of pupils and parents and the rights of teachers? Mike visits Bishop Challoner Catholic School, London to talk to staff and students about the plans for new powers of search, clearer guidance on the use of physical restraint, instant detentions, and anonymity for teachers facing allegations. Mike also canvasses the opinions of Chris Keates of the NASUWT, John Bangs of the NUT and Eleonora Christodoulides of the Advisory Centre for Education.","stream","[]","['Great Britain']","['School discipline', 'Education and state', 'Classroom management']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321440/1004321440-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737698"
"asp1737697-ediv","","Free schools","2010","16 min","['Need to know']","Mike Baker examines the role free schools will play in the coalition government's education policy in this Need to Know video. Free schools, also known as the Swedish model, are intended to put parents in the driving seat by making it easier for groups of people--including parents and teachers--to open new schools funded by the state. Mike visits the construction site of the Jewish Community Secondary School, one of the first parent initiated schools. He talks to headteacher Jeremy Stowe-Lindner, and Jonathan Fingerhutone of the parents involved in the project. They discuss how the £50m initiative was started.Mike also talks to Rachel Wolf, director of the New Schools Network, about how these new schools will be run in England and which groups are interested in establishing them.Mike also meets Fiona Millar, an education campaigner, who is opposed to the policy.","stream","[]","['Great Britain']","['Free schools']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321439/1004321439-disc001-file001-frame00740-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737697"
"asp1737696-ediv","","Pay and pensions","2010","13 min","['Need to know']","Mike Baker investigates the impact of Coalition Government's June 2010 austerity budget and the imminent arrival of more Academies on pay and their pensions for teachers.This programme explores how the 2011-2013 public sector pay freeze, the recommended Pay Review Body increase, and the announced review on public sector pensions will effect teacher pay and pensions. Andrew Morris, Assistant Secretary for Pay and Pensions at the NUT and Lindsay Wharmby, a school funding expert, offer their views.Mike Baker visits Bishop Challoner Catholic Collegiate School in Tower Hamlets to find out the views of staff.  They discuss how the proposed pay changes will affect them and what effect it will have on morale in the profession. Mike also speaks with Heath Monk, CEO of Future Leaders, to gain a perspective on how the freedoms of Academy Schools might impact on pay and conditions.","stream","[]","['Great Britain']","['Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321438/1004321438-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737696"
"asp1737695-ediv","","The budget and school funding","2010","15 min","['Need to know']","What are the implications of the June 2010 budget and the constraints on government spending for schools and pupils? Mike Baker investigates. We look at how planned cuts in government funding will affect school budgets as well as plans for the Pupil Premium, extra cash targeted at the most disadvantaged children; and examine the implications for capital spending such as the Building Schools for the Future fund. We discuss the Pupil Premium with Luke Sibieta of the Institute for Fiscal Studies, Lindsey Wharmby, a school funding expert, and Mary Bousted of the ATL, looking at whether this might lead to the introduction of a national funding formula. Mike Baker visits Bishop Challoner School, Tower Hamlets, which serves an area with high levels of deprivation - the sort of school that should benefit from Pupil Premium. We interview headteacher Catherine Myers OBE and investigate what level of Pupil Premium the school would need to make a difference, and how it would use the extra money.","stream","[]","[]","['Education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321437/1004321437-disc001-file001-frame00420-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737695"
"asp1737694-ediv","","Secondary curriculum changes","2010","13 min","['Need to know']","This episode of Need to Know explores the coalition government's policy on the National Curriculum, and what this means for secondary schools who have been promised greater freedoms from the current National Curriculum and a new flexibility in their choice of exams.The government has announced a commitment to slimming down the curriculum, but it is unclear how they propose to do so. Chris Husbands from the Institute of Education's Department of Learning, Curriculum and Communication explains the ways that this could be achieved.Freedom from the curriculum could also mean a greater choice in the qualifications that schools offer, such as the IGCSE which is not currently offered by state schools as it was not been approved for funding by the DCSF, despite having been approved by Ofqual. Mike visits Parkside Community School in Cambridge who previously offered their students the IGCSE and are planning to re-introduce the qualification under the new proposals.","stream","[]","['Great Britain']","['Education and state', 'Education, Secondary', 'Curriculum change']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321436/1004321436-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737694"
"asp1737693-ediv","","Primary curriculum changes","2010","11 min","['Need to know']","This episode of Need to Know explores the coalition government's policy on the National Curriculum and the decisions to abandon the primary curriculum reforms that were already in the pipeline following the Rose Review, commissioned under the last government.On Queen's Speech Day the government re-iterated its commitment to providing more curriculum freedom to teachers as a central area of policy. But just how committed to letting go of what happens in classrooms is the government?While many details are currently being worked out, Mike reveals what is known about what will fill the gap left by Rose. Could it be the Cambridge Primary Review or will teachers be left to develop their own approach? Mike also visits Bentworth Primary School to see what head teacher Tony Proud is currently doing to develop the curriculum for his staff and pupils.","stream","[]","['Great Britain']","['Curriculum planning', 'Education and state', 'Education, Primary', 'Curriculum change']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321435/1004321435-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737693"
"asp1737692-ediv","","The new academies","2010","15 min","['Need to know']","This episode of Need to Know explains government policy on new academies and explores the benefits & potential disadvantages schools face in applying for academy status.   We follow Mike Baker as he visits two schools. The first, an existing primary academy, where a longer school day and a curriculum focused on literacy and numeracy are among the benefits it enjoys free of local authority control. The other, an  outstanding  primary school thinking of taking up academy status, before he decides whether to formally apply, headteacher Greg Wallace wants to know: How much extra cash will they get and will academy status make them liable for VAT costs.While many details are currently being worked out, Mike reveals what is known about how to apply and what schools should be thinking about as they weigh up their options on whether to become academies.","stream","[]","[]","['Academies (British public schools)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321434/1004321434-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737692"
"asp1737691-ediv","","Coalition plans for education","2010","13 min","['Need to know']","The Need to Know series is back - with a difference. As schools face a new policy landscape, Mike Baker will be reporting on the very latest developments from the new government as they affect teachers.In the first programme Mike will be getting reaction to the Queen's Speech and provide in-depth analysis of the immediate post-election education policy and budget announcements. Which bits of the Conservative and Liberal Democrat manifestos have made it into the Coalition's education policy? And which parts of the last government's policy have been lost for good? Mike hears from school leaders, including John Dunford and Chris Keates, and visits a primary school that is considering taking up the new fast-track route to academy status.","stream","[]","['Great Britain']","['Education and state']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321433/1004321433-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737691"
"asp1737690-ediv","","Short version","2010","3 min","['Value of video for CPD and training']","The value of video is quite simple; basically you can demonstrate what things look like in reality, says Andrew Pollard Professor of Education at the IOE. The value of video is explored in terms of its use as a teacher's CPD tool. In particular we look at how the school workforce and educationalists use Teachers TV both for personal professional development and, more formally, in school or college based environments. At West Herts College they hold regular twilight CPD sessions to discuss Teachers TV programmes such as From Good to Outstanding in order to take a fresh look at their own practice. It helps keep teachers up to date with the latest developments in their subjects or management of their school and it also helps teachers with their academic and inset courses.","stream","[]","[]","['Career development', 'Video recordings', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321432/1004321432-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737690"
"asp1737689-ediv","","Long version","2010","6 min","['Value of video for CPD and training']","The value of video is quite simple; basically you can demonstrate what things look like in reality, says Andrew Pollard, Professor of Education at the IOE. Teachers, heads and other educationalists discuss how they use video, including Teachers TV material, as a CPD tool, both for their own edification and more formally within training sessions. At West Herts College they hold regular twilight CPD sessions to discuss Teachers TV programmes such as From Good to Outstanding in order to take a fresh look at their own practice.Some canny headteachers such as Brenda Bigland from Lent Rise Primary in Slough keep an eye on their fellow heads through the medium of Teachers TV to make sure I m not missing a trick, especially in terms of ICT use. Some teachers use Teachers TV video for more informal CPD to improve their skill set, to update their knowledge of e-safety or to see how to become an AST. Others watch programmes as part of their teachers training or post graduate work.","stream","[]","[]","['Career development', 'Video recordings', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321431/1004321431-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737689"
"asp1737688-ediv","","Rewarding teamwork","2010","7 min","['Boost your teaching']","A secondary English teacher shows how working in carefully structured mixed ability teams helps her Key Stage 3 pupils engage with their learning and boost achievement.","stream","[]","['Great Britain']","['English language', 'Group work in education', 'Mixed ability grouping in education', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321430/1004321430-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737688"
"asp1737687-ediv","","Making videos for assessment","2010","7 min","['Boost your teaching']","A KS3 teacher shows how she encourages her secondary students to make videos as a means of assessing their understanding of a topic, using interactive science and ICT tasks to help the students understand KS3 assessment criteria.","stream","[]","['Great Britain']","['Technology', 'Science', 'Video recordings', 'Educational tests and measurements', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321429/1004321429-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737687"
"asp1737686-ediv","","Raise your expectations","2010","6 min","['Boost your teaching']","An MFL teacher shows how using positive encouragement, raising expectations and challenging expected levels of attainment has had a huge impact on achievement in a lower ability Year 8 class.","stream","[]","['Great Britain']","['Educational attainment', 'Encouragement', 'Academic achievement']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321428/1004321428-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737686"
"asp1737685-ediv","","Learning outdoors","2010","6 min","['Boost your teaching']","Ideas for how to use outside space as a valuable resource for learning across the primary curriculum, especially in numeracy, as well as how learning outdoors can have a positive impact on achievement at Key Stage 2.","stream","[]","['Great Britain']","['Mathematics', 'Numeracy', 'Outdoor education', 'Education, Primary']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321427/1004321427-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737685"
"asp1737684-ediv","","Snappy games and activities","2010","8 min","['Boost your teaching']","See four examples of fun and easy-to-use primary classroom games and activities to use in lesson planning, aimed at keeping a group of mixed ability KS2 pupils on task and engaged in their learning.","stream","[]","[]","['Activity programs in education', 'Mixed ability grouping in education', 'Educational games', 'Lesson planning', 'Engagement (Philosophy)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321426/1004321426-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737684"
"asp1737683-ediv","","Key skills intervention","2010","7 min","['Boost your teaching']","Discover how one primary school use three short focused key skills sessions in literacy and numeracy to ensure that all pupils keep up with their class.","stream","[]","['Great Britain']","['Numeracy', 'LiteracyxStudy and teaching (Primary)', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321425/1004321425-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737683"
"asp1737682-ediv","","Extending speaking and listening","2010","7 min","['Boost your teaching']","This video shows that creating good models for speaking, listening and thinking can dramatically improve achievement at primary level--particularly when pupils may not have such models at home.","stream","[]","['Great Britain']","['Oral communication', 'Thought and thinking', 'Listening']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321424/1004321424-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737682"
"asp1737681-ediv","","Exploring thinking processes","2010","6 min","['Boost your teaching']","A secondary teacher shows how she reveals the thinking processes behind students  answers in a Year 7 maths class, using a technique which can be used across Key Stage 3 and Key Stage 4 as part of Assessing Pupils  Progress (APP).","stream","[]","['Great Britain']","['Mathematics', 'Educational tests and measurements', 'Thought and thinking']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321423/1004321423-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737681"
"asp1737680-ediv","","Circle of friends","2010","7 min","['Boost your teaching']","A secondary teacher shows how she creates a support network--a circle of friends--to tackle challenging behaviour and promote inclusion in Year 7, including providing pupils with practical advice.","stream","[]","[]","['Teacher-student relationships', 'Teams in the workplace', 'Inclusive education', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321422/1004321422-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737680"
"asp1737679-ediv","","Learner profile passport","2010","7 min","['Boost your teaching']","A secondary teacher uses learner profile passports with her mixed age tutor group of Key Stage 3 and 4 students, encouraging them to think about their personal learning style to boost learning.","stream","[]","['Great Britain']","['Learning', 'Learning strategies', 'Education, Secondary', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321421/1004321421-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737679"
"asp1737678-ediv","","Peer to peer assessment","2010","7 min","['Boost your teaching']","An imaginative peer assessment lesson is used with Key Stage 3 and Key Stage 4 maths students showcasing an easy-to-use idea for lesson planning.","stream","[]","['Great Britain']","['Mathematics', 'Peer review', 'Lesson planning']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321420/1004321420-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737678"
"asp1737677-ediv","","Enquiry skills","2010","5 min","['Secondary study skills', 'Education in video']","Encouraging working independently from Year 7 onwards can lead to effective enquiry skills. For Key Stage 4 humanities students.","stream","[]","['Great Britain']","['Inquiry-based learning', 'Education, Secondary', 'Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321419/1004321419-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737677"
"asp1737676-ediv","","Teaching traditional research skills in science","2010","5 min","['Secondary study skills']","This video highlights the importance of teaching practical research skills to Key Stage 4 science pupils.","stream","[]","['Great Britain']","['Science', 'Research']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321418/1004321418-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737676"
"asp1737675-ediv","","Maths revision club","2010","6 min","['Secondary study skills']","A maths revision club held during half term holidays for GCSE Year 11 students at Key Stage 4 helps boost students  confidence in approaching their revision and exams.","stream","[]","['Great Britain']","['Mathematics', 'Tutors and tutoring']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321417/1004321417-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737675"
"asp1737674-ediv","","Long-term revision. Geography revision club","2010","5 min","['Secondary study skills']","How a school's breakfast club for Year 10 geography students at Key Stage 4 produces great results.","stream","[]","['Great Britain']","['Tutors and tutoring', 'Geography', 'Remedial teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321416/1004321416-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737674"
"asp1737673-ediv","","Independent learning in English. Romeo and Juliet","2010","5 min","['Secondary study skills']","A secondary English teacher shows how she brings her subject to life with Shakespeare's Romeo and Juliet. For Key Stage 3 and 4 students, with advice on encouraging independent learning in students.","stream","['Shakespeare, William']","['Great Britain']","['English language', 'Independent study', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321415/1004321415-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737673"
"asp1737672-ediv","","Inclusive online homework","2010","6 min","['Secondary study skills']","Find out how one secondary school is working to make online homework as inclusive as possible in this advice-filled video on developing study skills in Key Stage 3 and Key Stage 4 students.","stream","[]","['Great Britain']","['Internet in education', 'Homework', 'Inclusive education', 'Study skills']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321414/1004321414-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737672"
"asp1737671-ediv","","Motivation and reward","2010","6 min","['Secondary study skills']","How do you reward students for doing good work? Mike Burr, head of ICT at Writhlington School in Somerset, believes the answer lies in giving children a project that's so engaging that just completing it is enough.By putting in the extra effort to make a task exciting, he believes that the children will be motivated and will reward the teacher with their enthusiasm and dedication.The project he gives his students is to make a video introducing a brand new school building to pupils in the school's feeder primary schools. The aim is to make the Year 6 pupils feel at home when they move into Year 7.","stream","[]","['Great Britain']","['Rewards and punishments in education', 'Motivation in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321413/1004321413-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737671"
"asp1737668-ediv","","Relationships for learning. Effective feedback","2010","20 min","['Teacher educators']","At Heathcote School, a graduate trainee is offered effective feedback after his delivered lesson is viewed and analysed with the visiting tutor. By bringing a video of his lesson to a meeting with his mentor and the visiting professor, the trainee teacher is able to spot the successful and unsuccessful parts of his lesson.This is a great opportunity for university, school and trainee to agree on future objectives and areas of improvement. It also emphasises the importance of developing a strong and positive relationship between mentor and trainee.","stream","[]","['Great Britain']","['Teachers', 'First year teachers', 'Mentoring in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321410/1004321410-disc001-file001-frame00150-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737668"
"asp99239596600971","","Teacher educators. Relationships for learning","","8 minutes","['Teacher educators']","The University of Hertfordshire places emphasis on the importance of maintaining a good relationship with their NQTs post-qualification.  An organised session called ""Thinking Space"" allows students to return to the university, to discuss their opinions and concerns with other NQTs and tutors.  Concerns are addressed with a system developed to give NQTs tools to reflect upon their practice, called ""Discover, Deepen and Do"". This allows them to analyse and find solutions to dilemmas before they turn into major issues.  The session demonstrates how NQTs need to be able to meet each other to share problems and solutions. The University have developed the scheme so that students who attend can gain accreditation towards their masters.","stream","[]","['Great Britain']","['Teachers', 'First year teachers', 'Mentoring in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321411/1004321411-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782084"
"asp99239597200971","","Teacher educators. Effective inclusion","","12 minutes","['Teacher educators']","Sarah Jeffery teaches at Icknield Primary School, one of the largest providers for deaf children in a mainstream school in the country. Having taken a Certificate of Education for teaching the deaf at the University of Hertfordshire, she has particular interest in her field. Profoundly deaf herself, she works with a small number of children on numeracy and literacy skills for a few hours a day. She has an advantage in working with deaf children because she can strongly empathize with the difficulties they face. In this film she talks about the need to communicate with them, to give them confidence and belief in themselves and her wish to provide a positive role model for them. Sarah talks about the added importance of having all children in mainstream classrooms relate to those with learning difficulties and disability. She considers the value for parents in working with a teacher like herself who has themselves overcome difficulties to achieve what she has achieved.","stream","[]","['Great Britain']","['Special education', 'Teachers with disabilities', 'Inclusive education', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321409/1004321409-disc001-file001-frame00035-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782082"
"asp99239597800971","","Teacher educators. Effective inclusion","","7 minutes","['Teacher educators']","Through the University of Hertfordshire Mo Serby, an NQT, went to a special school for children with moderate learning difficulties during her 2nd training year. Now she has brought many of these theories into her mainstream classroom at Sarratt Primary School. Mo demonstrates how Inclusion, for her, means allowing all children to do everything instead of separating them off into different lessons. She has thought carefully about including all children.  She uses a picture timetable up on her board so all children can see what is happening during the day. She uses lollipop sticks pulled out of a tub to choose children for tasks. This ensures fairness, a concept those with mild autism can understand. She differentiates resources to address all levels of ability. She uses her Teaching Assistant to support her in working with different resources so that the lower and higher level children are all catered for. In this art lesson she demonstrates how this works.","stream","[]","['Great Britain']","['First year teachers', 'Special education', 'Inclusive education', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321408/1004321408-disc001-file001-frame00220-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782081"
"asp1737665-ediv","","Effective inclusion","2010","24 min","['Education in video', 'Teacher educators']","In this film, experienced teaching assistant Carol Cato has worked closely with a year 5 teacher to bring the lesson Diamond Ranking into the classroom.  This is a lesson she learned while doing a Foundation Degree. It tests children's thinking and learning skills by having them discuss and prioritize a series of statements. In this exercise Carol works closely with children who need extra support by scaffolding the task and giving them individual attention.  It's useful in extending all children's thinking, but especially helps those who have greater difficulty.  By doing the degree and learning about the theories behind her practice, this has given Carol greater confidence to support teachers in working with children who have special needs.  With her broader knowledge of educational theory on Inclusion, Carol has now become a key resource in the school for other teachers when it comes to children with specific difficulties such as autism.","stream","[]","['Great Britain']","['Special education', 'Teachers with disabilities', 'First year teachers', 'Inclusive education', 'Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321409/1004321409-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737667"
"asp1737664-ediv","","Podcasting","2010","15 min","['Better learning with ICT']","This programme investigates the benefits of using podcasting in the classroom at both Key Stage 2 and Key Stage 3. It provides useful tips and resources for those who have never used the technology. Alongside the main programmes, for teachers and other professionals to access, there are a variety of online resources including short how-to videos, lesson plans and video case studies showing podcasting being used in different key stages and subjects. Secondary English teacher Susan Nembhard knows little about podcasting so she visits a primary school where pupils are regular podcasters. She observes Year 4 and 5 pupils producing podcasts for the school's website. During her observation Susan discovers what the difference is between a podcast and an audio recording, how to record sound, and how podcasts can improve speaking and listening skills. She heads back to her own school to see if podcasting will be an effective technology to use with her Key Stage 3 students.","stream","[]","['Great Britain']","['Educational technology', 'Podcasting']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321406/1004321406-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737664"
"asp1737663-ediv","","Visualisers","2010","15 min","['Better learning with ICT']","This programme investigates the benefits of using a visualiser with primary pupils. It provides useful tips and resources for those who have never used the technology. Alongside the main programmes, for teachers and other professionals to access, there are a variety of online resources including short how-to videos, lesson plans and video case studies showing visualisers used in different key stages and subjects. Year 3 primary teacher and ICT Coordinator Dave Orritt travels to another primary school where there is a visualiser in every classroom. He observes a Year 4 teacher using a visualiser to take photographs, to create videos for pupils to reference and for pupil self assessment. After seeing the visualiser in action Dave heads back to his own school to see if he can set up and use a visualiser effectively in his own classroom.","stream","[]","['Great Britain']","['Educational technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321405/1004321405-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737663"
"asp1737662-ediv","","Animation","2010","14 min","['Better learning with ICT']","This programme investigates the benefits of using animation in the classroom at secondary level. It provides useful tips and resources for those who have never used the technology. Alongside the main programmes, for teachers and other professionals to access, there are a variety of online resources including short how-to videos, lesson plans and video case studies showing animation being used in different key stages and subjects. Secondary Head of History Will Rennie has never experimented with animation in his classroom so he travels to another school to see how animation is being used to enhance a variety of skills including literacy. He gets tips and investigates the equipment and software needed to create his own animation. Once back at his own school, Will delivers a lesson to his Year 9 students in which they create an animation about the rise of Germany after the First World War.","stream","[]","[]","['History']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321404/1004321404-disc001-file001-frame00440-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737662"
"asp1737661-ediv","","Voting technology","2010","15 min","['Better learning with ICT']","This programme investigates the benefits of using voting technology in the classroom with both Key Stage 2 and Key Stage 4. It provides useful tips and resources for those who have never used the technology. Alongside the main programme, for teachers and other professionals to access, there are a variety of online resources including short how-to videos, lesson plans and video case studies showing the technology used in different key stages and subjects. This programme features Year 5 teacher Dil Dias as he sets out to discover whether voting technology can enhance his teaching and learning. Dil visits another school where he observes voting pads being used in Maths and in a cross curricular P.E./Maths lesson. He discovers how to create interactive presentations, how voting technology can help monitor progress, and how to create self paced activities. Inspired by what he sees, Dil returns to his school prepare and deliver a lesson using voting technology.","stream","[]","['Great Britain']","['Educational technology', 'Voting-machines']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321403/1004321403-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737661"
"asp1737660-ediv","","Liberal democrats","2010","27 min","['Election 2010 testing the parties']","Liberal Democrat Education spokeswoman Baroness Joan Walmsley, is quizzed by a panel of school staff on the Lib-Dem education policies for the upcoming election.  The chair is education journalist Mike Baker. At election time, education is always a hot topic, and 2010 is no exception. We've recruited a panel of school staff from Teaching Assistant to Governor to find out what each party is promising teachers and schools if they win the general election. Mike Baker hosts a series of three debate programmes in which MPs from the major parties take the  hot seat ; they face the headteacher of England's first federated school, and a trio of award-winning school staff including the Teaching Awards Primary Teacher of the Year 2009.","stream","[]","['Great Britain']","['Education and state']","['Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321402/1004321402-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737660"
"asp1737659-ediv","","Labour","2010","27 min","['Election 2010 testing the parties']","Labour Education spokesman Vernon Coaker MP, is quizzed by a panel of school staff on the Labour education policies for the upcoming election. The chair is Mike Baker. At election time, education is always a hot topic, and 2010 is no exception. We've recruited a panel of school staff from Teaching Assistant to Governor to find out what each party is promising teachers and schools if they win the general election. Mike Baker hosts a series of three debate programmes in which MPs from the major parties take the  hot seat ; they face the headteacher of England's first federated school, and a trio of award-winning school staff including the Teaching Awards Primary Teacher of the Year 2009.","stream","[]","['Great Britain']","['Education and state']","['Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321401/1004321401-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737659"
"asp1737658-ediv","","Conservative","2010","27 min","['Election 2010 testing the parties', 'Education in video']","Conservative Education spokesman Nick Gibb MP, is quizzed by a panel of school staff on the Conservative education policies for the upcoming election.  The chair is Mike Baker. At election time, education is always a hot topic, and 2010 is no exception. We've recruited a panel of school staff from Teaching Assistant to Governor to find out what each party is promising teachers and schools if they win the general election. Mike Baker hosts a series of three debate programmes in which MPs from the major parties take the  hot seat ; they face the headteacher of England's first federated school, and a trio of award-winning school staff including the Teaching Awards Primary Teacher of the Year 2009.","stream","[]","['Great Britain']","['Education and state']","['Nonfiction television programs', 'Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321400/1004321400-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737658"
"asp1737657-ediv","","Good practice in two schools","2010","14 min","['Community cohesion', 'Education in video']","A primary school in Bradford and a secondary school in Oldham employ a range of approaches to promote community cohesion. At Allerton Primary School in Bradford headteacher Sharon Lambert has focused on breaking down barriers in the community by creating a welcoming atmosphere for all parents. Lead teacher on community cohesion Meg Henry supports Year 5 teacher Janet Keefe and bilingual teaching assistant Nelofar Khan to plan and deliver a lesson on identity. At Breeze Hill School in Oldham, headteacher Bernard Phillips uses creative transition projects, such as drumming classes, to bring students from different backgrounds together. New student supporters ensure that EAL students are helped to settle and integrate into the school community, and staff such as TA Dave Hibbert are recruited from the local area to help make the school a big part of the community.","stream","[]","['Great Britain']","['Creative teaching', 'Community and school', 'Multicultural education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321399/1004321399-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737657"
"asp1737656-ediv","","Primary arts. Scrap art","2010","14 min","['Great lesson ideas']","Teachers at two Blackburn schools share their imaginative ideas for using scrap materials in the classroom. At Feniscowles Primary School Year 3 teacher Kelvin Wilkins uses a safari theme. Pupils develop their planning skills as they work in groups to design and create their own African animal.At St Mary's and St Joseph's Primary School, art co-ordinator Simone Addy uses a puppet to motivate her Year 1 class to work collaboratively to build a house out of scrap materials.In Laura Ellis's Year 4 class pupils develop their key skills in investigating materials and problem solving as they create their own Indian-inspired hats.","stream","[]","['Great Britain']","['Art']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321398/1004321398-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737656"
"asp1737655-ediv","","Body language techniques","2010","14 min","['Boost your teaching']","Find out how body language or non-verbal communication can improve teaching throughout a lesson, from bringing pupils in to a class to getting them out again and engaging, motivating and managing them in between. The expert advice comes from Chris Caswell, an assistant head at Myton School in Warwick, who's studied and written about the use of body language in the classroom. Chris, who's also a teacher trainer, observes and reviews the actions of five teachers at different stages of their lessons. The techniques he highlights include touching your head and face to encourage concentration, using hand gestures to invite participation and moving around the class to gain attention.","stream","[]","[]","['Body language', 'Teaching', 'Classroom management', 'Nonverbal communication']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321397/1004321397-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737655"
"asp1737654-ediv","","Making ability setting work","2010","14 min","['Ability setting']","A junior school serving a large inner city estate demonstrates how it implements ability setting to maintain high standards in numeracy and literacy. Berrymede Junior, on the South Acton Estate in west London, is singled out by Ofsted as a top 20 school excelling against all the odds. Members of staff are in no doubt that placing children in sets for two hours every morning is responsible for their success. Key to making setting work is making the right assessment of every child  and moving them promptly upwards or downwards. The school's assessment co-ordinator explains how pupils take formal tests every term or half term but are also monitored every day by their teachers. The head of SEN outlines the strategy for dealing with complaints when a pupil is put in the lowest set. Parents and the children themselves soon understand that moving down brings extra resouces and attention from specialists such as EAL teachers.","stream","[]","['Great Britain']","['Ability', 'Educational tests and measurements', 'Ability grouping in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321396/1004321396-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737654"
"asp1737653-ediv","","Combating cyberbullying","2010","14 min","['Education in video', 'Great lesson ideas']","Cyberbullying is increasingly recognised as one of the most pernicious threats to primary and secondary pupils and their teachers.  This programme features some great lesson ideas designed to highlight the impact of cyberbullying on children and demonstrate how they can easily become cyberbullies, whether they mean to or not.  At Bradon Forest School in Swindon, a PSHE lesson is used to stage a courtroom drama with the  accused  charged with posting a picture without consent. The school also shows how the issues are being raised across the curriculum by creating storyboards in ICT and role plays in drama.At neighbouring St Mary's C of E Primary, children are asked to come up with mini dramas while another class creates a cyber charter which lists all their rights and responsibilities when using new technologies.There is also advice on where teachers, parents and pupils can find help in preventing and dealing with cyberbullying from Childnet Education Manager, Ellen Ferguson.","stream","[]","[]","['Cyberbullying']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321395/1004321395-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737653"
"asp1737652-ediv","","Saving time with ICT","2010","27 min","['Time savers special']","Teachers at Broadgreen International School in Liverpool incorporate ICT into every aspect of school life and in doing so often find themselves saving time. The backbone of the school's ICT is its Learning Platform. It enables teachers to easily access student and class information, to set work for individuals or groups, to do all reports online, and to upload lessons and resources. It also affords them the luxury of being able to work from home whilst accessing everything they need from school. In class, the school employs extensive use of ICT that's accessible to all schools, such as visualisers, voting pads and Flip video cameras, which are used for such things as staff training, peer assessment and presentations. The programme also follows English teacher Sarah's workday, glimpsing the reality of using ICT extensively both in and out of class, saving her time and effort.","stream","[]","['Great Britain']","['Educational technology', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321394/1004321394-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737652"
"asp1737651-ediv","","KS3 English speaking and listening","2010","14 min","['Lesson starters']","This programme for KS3 pupils contains four lesson starter ideas, each aimed at inspiring an imaginative speaking and listening activity.The programme consists of four short domestic dramas - Mum's Birthday, The Noise, Grandma's Junk and The Letter, all of which end with the four featured characters facing a difficult dilemma. The idea is that after watching one of the starters, students in groups of take on the roles of the different characters in the film and attempt to work out through discussion and debate what might happen next to resolve the dilemma. Some teachers may wish to extend this task by getting some groups to perform their version of What Happens Next in front of the class. Each mini-drama is followed by a list of questions for the pupils to help them think about the variety of ways the story might progress.","stream","[]","['Great Britain']","['English language', 'Listening']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321393/1004321393-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737651"
"asp1737650-ediv","","KS3 speaking and listening","2010","14 min","['Great lesson ideas']","Three KS3 English teachers share their most successful lesson ideas for encouraging the speaking and listening dimension of English teaching. Leigh Beauchamp's Year 9 lesson is an extension of work the class has been doing on Robert Swindells  book  Stone Cold. After exploring the subject of society's attitudes to homelessness, a variety of speaking and listening activities culminate in the creation of performance poems. For Year 9s studying war poetry, Sarah Touhey has an interesting and effective way of introducing Wilfred Owen's poem  Dulce Et Decorum Est. A small group of pupils give a presentation of the poem, then by acting as war correspondents pupils feedback on what they have understood from the poem. The third idea comes from Danica Hines with Year 7s, showing the importance of starting speaking and listening activities as early as possible in KS3. Pupils in groups create stories inspired by a bag of interesting items, and then present to the class.","stream","[]","['Great Britain']","['English language', 'Poetry', 'Listening']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321392/1004321392-disc001-file001-frame00595-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737650"
"asp1737649-ediv","","E-Office systems","2010","14 min","['Education in video', 'Save money']","Bursar Sharon Wells of Marsh Hill Primary School is keen to see if e-office technology can save her money. DCSF procurement expert Claire Dicks accompanies her on a visit to Gonville Primary School in southeast London which is well ahead of the field in its adoption of electronic office systems. Here she meets administrator Cheryl Gilbert who explains how she uses the OPEN system to order classroom essentials online, and tells of the benefits of using a cashless online school dinner payment system.Headteacher Mark Ducker explains to Sharon and Claire what the MLE (managed learning environment) has done for the school, not just in terms of saving money but also in  terms of the success of the school.  Claire suggests other ways in which e-office systems can improve the efficiency of the school, from paying for school trips online, to taking recruitment online, and then calculates the savings Sharon could make by adopting some of these systems. The figures are impressive!.","stream","[]","[]","['Electronic office machines', 'Education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321391/1004321391-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737649"
"asp1737648-ediv","","Collaborative purchasing","2010","14 min","['Education in video', 'Save money']","Business manager Sue Simkiss from Queen Mary's School, Walsall, visits Haydonleigh Primary School in Swindon where bursar Sue Heath uses collaborative purchasing opportunities to make her budget stretch a little further. She's introduced to Julie Collins from the Yorkshire Purchasing Organisation, one of a number of local authority owned purchasing organisations that provide great savings for schools on a vast range of products.Bursar Sue Heath also introduces Sue Simkiss to a collaborative purchasing online platform, which allows schools to post requests that suppliers can then pitch for. Sue Heath has also bought a number of items through their  Storm  purchasing events, where schools club together to purchase a high volume of a single item, achieving substantial savings.  Sue Simkiss has brought a shopping list with her to Haydonleigh, and using a combination of local authority buying organisations, and the online purchasing platform, we see how much money Sue can save.","stream","[]","['Great Britain']","['School budgets']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321390/1004321390-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737648"